scholarly journals Preparation of teachers for the development of children of senior preschool age of cognitive interest in the subject world in the project activity

2021 ◽  
Vol 1 (80) ◽  
pp. 109-113
Author(s):  
L. V. Ishchenko ◽  
I. Yu. Pidlypniak ◽  
T. V. Zhuravko
Keyword(s):  
Preschool Age ◽  
Project Activity ◽  
The Subject

Comparative analysis, prospects and development trends of project methodologies

2021 ◽  
pp. 93-104
Author(s):  
A.Yu. Bekmeshov ◽  
◽  
E.V. Kruhmalev ◽  
Keyword(s):  
Project Management ◽  
Comparative Analysis ◽  
Development Trends ◽  
Main Design ◽  
Modern Management ◽  
Project Activity ◽  
The Subject ◽  
Waterfall Model

The article is devoted to the analysis of project approaches in modern management. The object of analysis is project activity, the subject of consideration is project methodologies, their features and promising directions of development. The author identifies the advantages, risks and disadvantages of the main design approaches (Waterfall model, Agile, Scrum, Kanban) the tendencies and trends of development of the project direction in the nearest future. The work will be useful for students who study project management, employees of companies who want to start developing in the project direction, project specialists interested in new trends in the project direction.

ABILITY OF CHILDREN TO DRAW AND SPATIALLY MODEL “A TREE”

2019 ◽  
Vol 2 ◽  
pp. 555
Author(s):  
Ewa Piwowarska
Keyword(s):  
Flat Surface ◽  
Three Dimensional ◽  
Spatial Modelling ◽  
Soft Material ◽  
Preschool Age ◽  
Artistic Activity ◽  
The Subject ◽  
Dimensional Models ◽  
Characteristic Features ◽  
Three Dimensional Models

Many well-known educationalists and psychologists noticed that children included “a tree” in their drawings very early, which usually occurred next to a figure or a building. The drawing of the tree, which was treated as a substitute of graphical picture of a figure, constituted material for the research they conducted. Artistic activity is also one of the determinants of diagnosing child’s development and one of many opportunities to say about particular topics, which are preferred by the child. Another precious activity is -next to the drawing-spatial modelling of soft material. The research conducted with the use of the technique of analysis of the artistic works aimed at defining the course of development of “a tree” drawn and spatially modelled by children at preschool age. It was important for the conducted studies to distinguish models of “a tree” – created in two art techniques – typical of particular age along with their characteristic features (clarity of the message, colouring, details used). The subject of the study concerned artworks on flat surface and three dimensional models of a tree formed by children aged 3 to 6 years. Distinguished characteristic features of the drawn and spatially modelled “tree” may become helpful for teachers in assessing development of children. 

scholarly journals Intra-pair interaction and peculiarities of self-identity of twins in preschool age

2021 ◽  
pp. 73-87
Author(s):  
Anna Sergeevna Kuzmina ◽  
Ekaterina Sergeevna Praizendorf
Keyword(s):  
Monozygotic Twins ◽  
Social Situation ◽  
Pair Interaction ◽  
Preschool Age ◽  
Self Identity ◽  
Behavioral Indicators ◽  
Theoretical Substantiation ◽  
The Subject ◽  
High Possibility

The subject of this research is the self-identity of twins in preschool age. The goal is to determine correlations between the behavioral indicators of intra-pair interaction and the parameters of functionality of self-identity of twins of preschool age. Detailed analysis is conducted on the role of twin situation and intra-pair interaction of twins in the development of self-identity in preschool age. The twin situation is interpreted as a special social situation of development that defines the formation of personality of twins; it is associated with the occurrence of specific intra-pair interactions that determine the development of self-identity of a preschooler. The research methodology is based on the cultural-historical approach that reveals the role of social situation in child’s development (L. S. Vygotsky), concept of self-identity (S. L. Rubinstein, L. I. Bozhovich), studies on twins (T. B. Morozov, M. T. Miliora). The empirical base is represented by 100 twins of preschool age. This article is first to give theoretical substantiation and empirical proof to the existence of correlation between the behavioral indicators of intra-pair interaction of twins and characteristics of self-identity of dizygotic and monozygotic twins in preschool age. The following conclusions were made: dizygotic and monozygotic twins may have a different nature of intra-pair interaction, which relates to the peculiarities of self-identity preschoolers; dizygotic twins have high possibility of rivalry with their twin; monozygotic twins are rather oriented towards cooperation. The proclivity for cooperation in the process of joint activity creates the foundation for positive self-esteem, self-acceptance, and assessment of own performance. The proclivity for rivalry allows the twins to be more independent, take responsibility for the results of their work, creates foundation for the development of self-identity, self-cognition, and self-understanding.

scholarly journals Dialectical Thinking: Logics and Psychology

2019 ◽  
Vol 15 (3) ◽  
pp. 4-12
Author(s):  
N.E. Veraksa
Keyword(s):  
Complex Form ◽  
Educational Practice ◽  
Preschool Age ◽  
Dialectical Thinking ◽  
Developmental Learning ◽  
The Subject ◽  
Operational Concept ◽  
Formal Operations

The article is devoted to the relation of logic and psychology of dialectical thinking. It provides three lines of understanding of dialectical thinking: dialectical thinking as a form of developing content, based on the resolution of oppositions; dialectical thinking as postformal stage of intelligence; dialectical thinking as a form of operating relationships of the opposites. Each approach has its own applications to the organization of educational practice. The first approach is presented by the works of E.V. Il'enkov, B.M. Kedrov, P.V. Kopnin and other authors. On a meaningful understanding of dialectics V.V. Davydov developed his methodology of developmental learning. The second approach in the study of dialectical thinking was largely shaped by J.Piaget’s operational concept of the intellect. K. Riegel argued that the development of thinking cannot stop at the stage of formal operations. Later on, the subject develops a more complex form of cognition — dialectical thinking. Representatives of the postformal understanding of dialectical thinking apply it in trainings for the development of professional thinking in adult subjects as well as in psychotherapy. In Russian psychology it has been shown that dialectical thinking acts as the individual’s independent ability to operate with opposites that can be developed starting from preschool age.

scholarly journals Diagnosis of the Formation of Grammatical Aspects of Speech in Preschool Age

2021 ◽  
Vol 13 (4) ◽  
pp. 267-282
Author(s):  
Kateryna Kruty ◽  
Antonina Minenok ◽  
Iryna Morozova ◽  
Tetiana-Yelyzaveta Tsapenko ◽  
Oleksandr Kozynets ◽  
...  
Keyword(s):  
Gender Differences ◽  
Preschool Child ◽  
Speech Development ◽  
Preschool Age ◽  
Psychological Characteristics ◽  
Speech Activity ◽  
The Subject ◽  
And Gender ◽  
Linguistic Reality

The article theoretically substantiates and experimentally verifies the validity of the developed diagnostics by the method of contrast groups. The relevance of such a study is determined by the lack of development of the problem of diagnosing grammatical aspects of speech in preschool age for Slavic (inflected by nature) languages. It is proved that for a preschool child in the first stages there is no speech activity separately from the subject, so the object of its orientation is not speech activity, but a single semantic whole, an event that is presented in a sentence (sometimes a phrase, discourse). In the following stages, the child's attitude to speech reality changes. This reality is already special, different from the subject. For all stages of speech and speech development of the child is typical limited and unstable nature of orientation to certain aspects of linguistic reality, when the pre-schooler focuses on either the semantic or formal side of speech. At the end of the senior preschool age, gender differences in children's use of adjectives are the most significant. The reason for the active use in speech of adjectives by girls we see both in the psychological characteristics and gender guidelines of adults around them (active use of nouns and adjectives with hypocritical-diminutive suffixes).

scholarly journals ВИКОРИСТАННЯ ПРОЕКТНОЇ ДІЯЛЬНОСТІ В РОЗРІЗІ ЗАСТОСУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ НА ЗАНЯТТЯХ ГЕОГРАФІЇ

2016 ◽  
Vol 50 (6) ◽  
pp. 71
Author(s):  
Oleksandr F. Nadtoka ◽  
Tetiana S. Martyniuk
Keyword(s):  
Educational Process ◽  
Optimal Combination ◽  
Information Environment ◽  
Practical Significance ◽  
Joint Activity ◽  
Project Activity ◽  
The Subject

The article highlights the use of the information environment in the project activities at the geography lessons. Attention is paid to innovative ICT component. The basic directions of using ICT at the geography lessons are highlighted. It is shown that a joint activity of students in the process of learning contributes to a key and objective (geographical) competence. The optimal combination of ICT and technology of mini-projects in the educational process are analyzed. The practical significance of this publication is to demonstrate the algorithm of using the project activity at the geography lessons and to point out the subject peculiarities of activity-based teaching.

scholarly journals Development of creative thinking in the process of project activity in the conditions of digital transformation of technological education

2021 ◽  
pp. 66-75
Author(s):  
Valery V. Krasheninnikov ◽  
◽  
Irina I. Nekrasova ◽  
Keyword(s):  
Creative Thinking ◽  
Digital Technologies ◽  
Subject Area ◽  
Digital Transformation ◽  
Educational Process ◽  
Technological Education ◽  
Basic Principles ◽  
Educational Project ◽  
Project Activity ◽  
The Subject

The article considers the peculiarity of the development of student’s creative thinking in educational project activities in the learning process in the context of the digital technologies use in technological education. The main basic principles of the development of the subject area “Technology” as the most important element of mastering the competencies and skills of the XXI century are analyzed, taking into account the need to use modern digital technologies in the process of project activity, as a fundamental direction of mastering new knowledge in an intensively developing world. Based on the analysis of research by domestic and foreign scientists, it is shown that educational project activities contribute to the development of creative thinking when conditions are met that is close to the real design process. Some possible options for the implementation of educational project activities in modern conditions of digital transformation of technological education are described. The measures to solve the problems of modern technological education, contributing to the qualitative organization of the educational process, which relate to both the creation of pedagogical conditions and the corresponding material and technical base, are noted.

Effects of Socially Outgoing versus Withdrawn Nonhandicapped Peer Partners on Nonhandicapped/Handicapped Student Interactions

1983 ◽  
Vol 8 (4) ◽  
pp. 244-250 ◽  
Author(s):  
John Nietupski ◽  
William Stainback ◽  
Linda Gleissner ◽  
Susan Stainback ◽  
Susan Hamre-Nietupski
Keyword(s):  
Social Interactions ◽  
Peer Interactions ◽  
Preschool Age ◽  
Student Interactions ◽  
Alternating Treatments Design ◽  
Emotionally Disabled ◽  
Social Initiations ◽  
The Subject ◽  
Target Subject ◽  
Peer Partners

An alternating treatments design (Barlow & Hayes, 1979) was employed to compare the effects of socially outgoing versus socially withdrawn nonhandicapped preschool age peer partners upon nonhandicapped/handicapped peer interactions. A teacher nomination process was used to select nonhandicapped children considered the most outgoing and the least outgoing within a preschool for nonhandicapped students. A severely emotionally disabled, withdrawn student from a preschool handicapped program served as the target subject. The results were that the total number of nonhandicapped/handicapped social interactions as well as the number of social initiations by the withdrawn target subject were greater when the subject was paired with a socially outgoing nonhandicapped peer.

scholarly journals Mental Development in Early Childhood

2020 ◽  
Vol 16 (2) ◽  
pp. 118-124
Author(s):  
A.N. Leontiev
Keyword(s):  
Personality Development ◽  
Total Activity ◽  
Mental Development ◽  
Preschool Age ◽  
The Social ◽  
Soviet Scholar ◽  
Motivational Structure ◽  
The Subject ◽  
The Brain

This is the first English translation of the paper of the prominent Soviet scholar Alexey Nikolaevich Leontiev (1903—1979) published in 1948. The paper introduces the author’s ideas on mental and personality development in preschool children based on the research results of his close colleagues under his leadership during the 1930-s and 1940-s. It embraces the conditions and features of the development of the hierarchy of motives in preschoolers which underlies the emergence of volitional behaviour at this age. Evidence is provided for the role of the motivational structure in the volitional regulation of such cognitive processes as perception, memory and in the emergence of children’s control of their motor processes. It demonstrates that the motives of the child of the preschool age get subordinated when the child is engaged in the social interaction with the participation of an adult. In a brief preface to this publication, E.E. Sokolova highlights the context of the author’s work, the continuity of his ideas of the activity theory with Vygotsky’s approach, and emphasizes a nontrivial approach in Leontiev’s school to mental development as rooted in the total activity of the subject rather than in the brain processes

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