scholarly journals The structure of assessment and control activities of children before school age in the vector of modernity

2021 ◽  
Vol IX(256) (100) ◽  
pp. 20-25
Author(s):  
I. V. Saraieva
Keyword(s):  
Preschool Children ◽  
School Age ◽  
Structural Components ◽  
Control Actions ◽  
Before School ◽  
And Control ◽  
Pedagogical Environment

The article positions the views of scientists on the structural components of assessment and control activities and the need for their development in preschool children in a specially created pedagogical environment. The essence of the concepts "evaluation", "evaluation actions", "evaluation judgments", "control", "control actions", "evaluation and control activities" is revealed. The pedagogical conditions of its implementation are determined, which will promote the effective formation of children's evaluation and control actions in various activities

scholarly journals FORMATION OF ASSESSMENT-CONTROL ACTIVITIES OF PRESCHOOLERS: THEORETICAL ASPECT

2019 ◽  
pp. 34-36
Author(s):  
Yulia Pavliuk
Keyword(s):  
Preschool Children ◽  
Positive Impact ◽  
Theoretical Aspect ◽  
Self Esteem ◽  
Self Control ◽  
Skill Assessment ◽  
Control Action ◽  
Mental Work ◽  
Control Actions ◽  
And Control

The age characteristics of preschoolers, in particular, the sensitivity of their development, are described. The contradictions concerning the formation of evaluation and control actions in preschool children are singled out. The purpose of our work is formulated – on the basis of the analysis of psychological and pedagogical literature and the empirical experience of upbringing preschoolers to find out the peculiarities of the formation of appraisal and control actions of preschoolers in the process of gaming activity. Differentiated concept: «action», «evaluative action», «control action», «skill», «assessment», «evaluation and control action». It is indicated that the problem of the formation of evaluation and control activities largely depends on the development of self-esteem and self-control in preschool children. The evaluation benchmark is defined as a criterion of evaluative activity, which is closely related to the assessment. The functions of the influence of assessments on the personality of the child are singled out: the approximate, influencing the mental work, contributes to the awareness of the process of this work and stimulatory, which affects the «affective-volitional sphere» due to the experience of success or failure. The essence of the pedagogical assessment and the conditions in which it has a positive impact on the pupils. It is established that the assessment is related to the assessment and control actions that pre-schoolers need to master. The definition of the essence of the formation of evaluation and control actions is formulated. The presence of factors influencing the formation of evaluation and control actions (self-esteem and self-control) is argued. The most effective methods of forming the actions of self-control are singled out: comparison of the made with the visual sample, comparison of the answer with the auditory sample, comparison with the internal sample, comparison with the generalized internal model. The stages of development of self-esteem and mutual assessment in pre-school children according to their age are determined and the main aspects of the manifestation of their formation are characterized.

DEVELOPMENT OF CREATIVE ABILITIES OF THE CHILDREN OF THE PRIMARY SCHOOL AGE IN ADDITIONAL EDUCATION ENVIRONMENT BY MEANS OF DECORATIVE AND APPLIED ARTS LESSONS

2020 ◽  
Author(s):  
Инга Олеговна Гарипова ◽  
Александра Игоревна Ремкус
Keyword(s):  
Primary School ◽  
School Age ◽  
Creative Potential ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
Pedagogical Environment ◽  
Applied Arts

Освещены вопросы формирования творческих способностей детей младшего школьного возраста на занятиях по декоративно-прикладному творчеству в учреждениях дополнительного образования. Рассмотрены педагогические условия, способствующие развитию творческого потенциала детей средствами декоративно-прикладного искусства. In the article, the aspects of forming the creative abilities of the children of primary school age during the decorative and applied arts lessons in the additional education institutions are covered. Pedagogical environment, dedicated to the development of the creative potential of the children by means of the decorative and applied arts lessons is examined.

VOLTAGE COLLAPSE AND CONTROL ACTIONS: EFFECTS AND LIMITATIONS

1998 ◽  
Vol 26 (9) ◽  
pp. 903-915 ◽  
Author(s):  
A. C. ZAMBRONI DE SOUZA ◽  
NUNO H. M. N. BRITO
Keyword(s):  
Voltage Collapse ◽  
Control Actions ◽  
And Control

scholarly journals FEATURES OF ARBITRARY BEHAVIOR IN PRESCHOOL CHILDREN

2016 ◽  
pp. 123-127
Author(s):  
A. Tepliuk
Keyword(s):  
Preschool Children ◽  
Personal Development ◽  
Family Education ◽  
School Age ◽  
Child Interaction ◽  
Methods And Techniques ◽  
Educational Potential ◽  
Parent Child Relationships ◽  
Complex Subject ◽  
Parent Child

In this article the author presented the program of development of arbitrary behavior of preschool children by optimizing their emotional experiences and parent-child relationships. The components of the program is methodological, practical, diagnostic blocks. By methodological unit is objective, methodical approaches, principles and objectives. Practical unit describes the contents, forms, methods and techniques of application of arbitrary behavior of children under school age. The diagnostic block contains the procedure, content, methods and techniques for measuring the results of this program. The main objective of this program was to: review the parents of minimum required knowledge of emotional distress, arbitrary behavior of preschool children and their conditions of system parent-child interaction; familiarize parents with effective methods of arbitrary behavior of preschoolers; intensification of the educational potential of family by including both parents in the upbringing of their own children; implementation in practice of family education together - father and mother - appropriate approaches to education, independent, emotionally happy child. A complex subject classes the designated program. Subjects consisted of 17 complex, developmental classes with elements of training for parents. Complete correction classes and personal development preschooler constructed on the basis of unity of mental and emotional (affective and cognitive), internal and external components of the mental development of children.

scholarly journals To what extent is social inequality in school-age achievement determined before and during schooling? A longitudinal analysis in three European countries

2020 ◽  
Author(s):  
Giampiero Passaretta ◽  
Jan Skopek ◽  
Thomas van Huizen
Keyword(s):  
Measurement Error ◽  
Social Inequality ◽  
Instrumental Variable ◽  
School Age ◽  
Formal Schooling ◽  
School Life ◽  
Primary Schooling ◽  
The United Kingdom ◽  
Before School

We estimate the degree to which socioeconomic status (SES) gaps in children’s language skills observed in primary schooling are already determined before children enter school in Germany, the Netherlands, and the United Kingdom. We use representative and longitudinal cohort data and apply instrumental variable estimation to deal with measurement error in test scores. Around 60–80% of SES gaps in language at the end of primary school are attributable to gaps settled before formal schooling, while at most 20–40% is attributable to SES operating during the school years. We also show that ignoring measurement error results in a major overestimation of the role of SES during schooling. Our findings suggest that the most effective strategy for reducing social inequality in school-age achievement is reducing inequality before school life starts.

Error Type and Lexical Frequency Effects: Error Detection in Swedish Children With Language Impairment

2017 ◽  
Vol 60 (10) ◽  
pp. 2924-2934 ◽  
Author(s):  
Anna Eva Hallin ◽  
Christina Reuterskiöld
Keyword(s):  
Preschool Children ◽  
Noun Phrase ◽  
Error Detection ◽  
Language Impairment ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Lexical Frequency ◽  
Control Error ◽  
Frequency Effects

Purpose The first aim of this study was to investigate if Swedish-speaking school-age children with language impairment (LI) show specific morphosyntactic vulnerabilities in error detection. The second aim was to investigate the effects of lexical frequency on error detection, an overlooked aspect of previous error detection studies. Method Error sensitivity for grammatical structures vulnerable in Swedish-speaking preschool children with LI (omission of the indefinite article in a noun phrase with a neuter/common noun, and use of the infinitive instead of past-tense regular and irregular verbs) was compared to a control error (singular noun instead of plural). Target structures involved a high-frequency (HF) or a low-frequency (LF) noun/verb. Grammatical and ungrammatical sentences were presented in headphones, and responses were collected through button presses. Results Children with LI had similar sensitivity to the plural control error as peers with typical language development, but lower sensitivity to past-tense errors and noun phrase errors. All children showed lexical frequency effects for errors involving verbs (HF > LF), and noun gender effects for noun phrase errors (common > neuter). Conclusions School-age children with LI may have subtle difficulties with morphosyntactic processing that mirror expressive difficulties in preschool children with LI. Lexical frequency may affect morphosyntactic processing, which has clinical implications for assessment of grammatical knowledge.

Household caregivers' knowledge and control of helminthiasis in preschool children in a rural community of Enugu state, Nigeria

2021 ◽  
Author(s):  
Nwachukwu Chinedu Ugwunna ◽  
Moses Onyemaechi Ede ◽  
Chinedu Ifedi Okeke ◽  
Adaorah Rapuluchukwu Onuorah
Keyword(s):  
Preschool Children ◽  
Rural Community ◽  
Enugu State ◽  
And Control

Operators' Monitoring Patterns and Fault Recovery in the Supervisory Control of a Semi-Automatic Process

1992 ◽  
Vol 36 (15) ◽  
pp. 1143-1147
Author(s):  
John D. Lee ◽  
Neville Moray
Keyword(s):  
Individual Differences ◽  
Supervisory Control ◽  
Critical Role ◽  
Normal Operation ◽  
Large Individual ◽  
Automatic Process ◽  
Successful Implementation ◽  
Control Actions ◽  
Integrate Control ◽  
And Control

Although technological innovations have changed the role of operators from active participants to supervisors of semiautomatic processes, an understanding of the cognitive demands of supervisory control has not kept pace. In particular, little is known about when, and how well, operators might intervene and switch control from automatic to manual. This research addresses this issue by monitoring the information use and control actions of operators of a simulated semiautomatic pasteurization plant. The results of this experiment shows that individual differences in operators” monitoring patterns during the normal operation of the plant correspond to differences in their ability to mitigate the effects of faults. Specifically, an operator who controls the plant well during both normal and fault conditions tends to observe the plant frequently, integrating control actions with other control actions, and does not fixate on narrow sub-systems of the plant. On the other hand, an operator who performs poorly when exposed to faults tends to observe the plant less often, fails to integrate control actions, and fixates attention on a narrow subset of plant variables. Although all operators interacted with the plant using the same interface and automation, large individual differences in the operators” monitoring patterns, and the associated differences in performance suggest that individuals” attitudes, motivation, and training may play a critical role in the successful implementation of automation.

Who's in Control Here?

Philosophy ◽  
1976 ◽  
Vol 51 (198) ◽  
pp. 421-430
Author(s):  
Robert V. Hannaford
Keyword(s):  
Causal Explanation ◽  
Conceptual Scheme ◽  
Causal Account ◽  
Human Control ◽  
Voluntary Agency ◽  
Control Actions ◽  
The World ◽  
And Control

The question arises from recent arguments, including one by G. E. M. Anscombe, which hold that a belief in one's ability to choose one's actions is incompatible with a causal account of the world. For, if one's arguments deny either choice or causal sequences, how can one account for human control of actions? If to control one's actions means to work to cause some chosen end, and if either point of the argument were correct, how could anyone ever control one's actions at all? Yet we must be able to control actions if we are to seek out and select from evidence or develop any kind of conceptual scheme. I want to develop this necessity-of-control notion to show that arguments such as those advanced by Miss Anscombe are incoherent and to show that we must retain our notion of choice while giving a causal account of the world. I will argue that deterministic sequences and the notions of choice and control go together: in order for us to have a tenable explanation of the world we must be able to talk about choice and control and we must identify and use predictable deterministic sequences in our acting and choosing. I shall argue that we can retain both causal explanation and choice only by employing two different conceptions of causal agency: merely physical agency and the voluntary agency of embodied actors.

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