scholarly journals Modern Aspects of Contents Adaptation in Teaching Literary Reading to Blind Elementary School Students

2020 ◽  
pp. 41-46
Author(s):  
Elena Vadimovna Zamashnyuk ◽  
Tamara Aleksandrovna Kruglova
Keyword(s):  
Elementary School ◽  
Negative Impact ◽  
Federal State ◽  
Literary Reading ◽  
School Students ◽  
Blind Children ◽  
State Educational ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Blind Students

The article is focused on the problem of teaching blind elementary schoolers in literary reading lessons in elementary school. The relevance of the topic is due to the need to bring into compliance the content of the education of children with severe visual impairments with the requirements of the Federal State Educational Standards for blind students (option 3.2). At the present time, teachers of schools for blind children continue to experience difficulties in adapting the content of education in this subject. The aim of the article is to analyze and summarize the existing typhlopedagogical experience of teaching this group of children and to determine the directions for adapting the content of teaching literary reading to blind elementary students. Methods used in this study include analysis, description, and comparison. An analysis of the typhlopedagogical heritage suggests that teaching reading to blind elementary schoolers has a number of peculiarities due to the negative impact of visual impairment on their speech and cognitive development, motivation for activity; this can be overcome by adapting the content of education. In their turn, the directions of adaptation can be reached by adjusting the contents of textbooks, enriching the children’s sensory experience, developing their speech and thinking, and using a differentiated approach in teaching by redistributing educational material and developing assessment criteria that are appropriate for the blind students’ needs. The results of this study have important meaning for employees of schools for visually impaired children because they allow to implement a differentiated approach in teaching and to adapt the contents of the Literary reading school subject according to the special educational requirements of children.

scholarly journals Modern Russian practice of teaching calligraphy to elementary school students: approaches, techniques, educational and methodological support

2020 ◽  
pp. 49-58
Author(s):  
Ol'ga Anatol'evna Danilova ◽  
Evgenii Andreevich Antonov ◽  
Ivan Leonidovich Tereshkin
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Vocational Training ◽  
Statistical Processing ◽  
Federal State ◽  
Teaching Techniques ◽  
School Students ◽  
Parents And Children ◽  
State Educational ◽  
Practice Of Teaching

The subject of this research is the existing practice of teaching calligraphic writing  to elementary school students, as well as approaches, techniques, educational and methodological support used in this process. Special attention is given to the compliance of the applied methods to the requirement of the Federal State Educational Standards of primary education, problem areas in the process of teaching calligraphic writing to children, development and implementation of the advanced teaching techniques, as well as training of teachers on the matter. The object of this research the opinions and data received from the teachers, representatives of science and system of vocational training for teachers. Methodology includes sociological survey and methods of mathematical and statistical processing of sociological data. The respondents became 26,312 teachers of public elementary schools, as well as 88 representatives of scientific organizations and educational organizations of vocational training for teachers, The novelty lies in the formation of substantiated objective data on the existing practice and methodological support of the process of teaching calligraphy to children, as well as in determination of problem areas in this sphere. The obtained results underline the importance of development of modern methods and teaching techniques, including multimedia and interactive technologies, as well as advanced training programs for elementary school teachers, and education of parents and children on the value of calligraphic writing for increasing motivation and interest to successful mastering of this skill.

Communicative Strategies and Tactics of Debate as a Learning Tool

2020 ◽  
Vol 81 (2) ◽  
pp. 21-26
Author(s):  
Z. I. Kurtseva
Keyword(s):  
Questionnaire Survey ◽  
Sharp Decrease ◽  
Russian Language ◽  
Point Of View ◽  
Primary Data ◽  
Federal State ◽  
School Students ◽  
Communicative Strategies ◽  
Psychology Pedagogy ◽  
State Educational

This article discusses an urgent educational problem, i.e. a sharp decrease in the level of students’ spoken language and, in particular, the lack of willingness and ability among school students to engage in a constructive dialogue when participating in debates. It is no accident that modern federal state educational standards pay special attention to the formation of students’ communicative competence at all levels of education. The aim of this article was to investigate the current situation in the field in order to obtain primary data showing at which educational levels the techniques of debate and discussion are used; to analyse the verbal behaviour of participants implementing various communicative strategies and tactics during debates. The following research methods were used: an analysis of literature in the field of psychology, pedagogy, communication and methodology; a questionnaire survey and interviews; an analysis of the oral presentations of students; generalization of pedagogical experience. The results of the interviews and questionnaire survey conducted among first-year university show that about 60% of the respondents experience difficulties in constructing argumentative speech. Discussions in schools are held only in high school. Secondary school teachers lack the competencies of organizing and conducting debates in class. The development of communicative skills of defending one’s point of view and conducting informed debates using communicative tactics based on the principles of dialogue and politeness should be taught during teenage years. It is at this age that communicative competencies are most actively formed. Specific examples of including debates in the curriculum of the Russian language (5th grade) for developing primary discussion skills are presented.

scholarly journals Balance and motor coordination are not fully developed in 7 years old blind children

2004 ◽  
Vol 62 (3a) ◽  
pp. 654-657 ◽  
Author(s):  
Andréa Sanchez Navarro ◽  
Marcia Maiumi Fukujima ◽  
Sissy Veloso Fontes ◽  
Sandro Luiz de Andrade Matas ◽  
Gilmar Fernandes do Prado
Keyword(s):  
Visually Impaired ◽  
Motor Coordination ◽  
Psychomotor Development ◽  
Control Group ◽  
Age And Gender ◽  
Blind Children ◽  
Spatial Parameters ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

Visually impaired children show difficulties in recognizing their own bodies, objects around then and the spatial parameters that are essential for independent movement. This study analyzes the neuro-psychomotor development of a group of congenitally visually impaired children as compared to children with normal sight. We have evaluated two groups of seven-year-olds by means of neurological evolution examination (NEE). The group studied comprised 20 blind children and the control group comprised 20 children with normal sight, and they were paired up according to age and gender. In some tests, the blind children were guided by touch. The visually impaired children performed worse in tests evaluating balance and appendage coordination compared to normal sighted children (p< 0.001), and this suggests that visual deficiency impairs children's neuro-psychomotor development.

scholarly journals THE SIGNIFICANCE OF ORIENTATION OF BLIND PUPILS TO THEIR BODY IN REGARD TO MOBILITY AND SPACE ORIENTATION

2018 ◽  
Vol 8 (1) ◽  
pp. 10-16
Author(s):  
Amela Teskeredžić ◽  
Keyword(s):  
Motor Skills ◽  
Test Methods ◽  
The Body ◽  
Children And Youth ◽  
Blind And Visually Impaired ◽  
Final Measurement ◽  
Orientation And Mobility ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Blind Students

Independent and safe movement includes the development of motor skills, the acquisition of basic concepts, the awareness of oneself and the awareness of the environment. The aim of the research was to determine the influence and significance of the orientation to the body of blind students, on orientation and mobility. The sample consisted of 30 blind students aged 7 to 15, placed in the internal accommodation of the Center for Children and Youth with Developmental Disabilities "Budućnost" in Derventa and the Center for Blind and Visually Impaired Children and Youth in Sarajevo. The research used an instrument for assessing the ability of the mobility of the blind, which established the initial and final levels of development of the ability to orientate towards one's own body and the mobility of blind students. For statistical data processing, descriptive statistics and t-test methods were used. The results are in favor of the final measurement, that is, after the treatment was carried out, the improvement of the orientation towards the body was determined, which influenced the orientation and mobility of the blind pupils.

The Effects of Distance and Intervening Obstacles on Visual Inference in Blind and Sighted Children

1991 ◽  
Vol 14 (3) ◽  
pp. 273-283 ◽  
Author(s):  
Ann E. Bigelow
Keyword(s):  
Longitudinal Study ◽  
Perceptual Experience ◽  
Visually Impaired ◽  
The Other ◽  
Only Children ◽  
Blind And Visually Impaired ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children

Totally blind, visually impaired, and normally sighted children participated in a longitudinal study in which they were asked if an observer could see the toy they were holding from varying distances in three different tasks: (1) in front of the child with no intervening obstacles between the observer and the toy; (2) behind the child with the child's body as an intervening obstacle; (3) in front of the child with walls or furniture as intervening obstacles. Visually impaired and normally sighted children were given the tasks in both blindfold and nonblindfold conditions. The totally blind children mastered the tasks later than the other groups of children. The totally blind and visually impaired children in the blindfold condition made more mistakes in Tasks 1 and 2 when the observer was over 1 metre from them than when she was less than 1 metre from them. The totally blind children had more difficulty on Task 3 than the other children, and were the only children to make mistakes when walls were the intervening obstacles between the observer and the toy. The results suggest that blind children have difficulty understanding the effects of distance and intervening obstacles on vision and that their mistaken ideas may be based on analogies to their own perceptual experience.

Intelligence Profiles of Low Vision and Blind Children

1992 ◽  
Vol 86 (1) ◽  
pp. 68-71 ◽  
Author(s):  
M. Groenveld ◽  
J.E. Jan
Keyword(s):  
Visually Impaired ◽  
Response Pattern ◽  
Low Vision ◽  
Performance Tests ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Consistent Response

This article reports on an analysis of the WISC-R and WPPSI profiles of 118 visually impaired children without additional neurological problems. A consistent response pattern on the Wechsler batteries emerged, suggesting that the verbal as well as the performance tests can provide useful assessment information.

Orthographical Correctness Formation by Younger Schoolchildren

2017 ◽  
Vol 5 (2) ◽  
pp. 27-33
Author(s):  
Кузнецова ◽  
Marina Kuznetsova
Keyword(s):  
Primary Education ◽  
Russian Language ◽  
Federal State ◽  
Primary School Students ◽  
School Students ◽  
Educational Standard ◽  
Working Practices ◽  
Effective Development ◽  
State Educational ◽  
High Level

The article considers different approaches to the formation of orthographical correctness of younger schoolchildren. The conditions of effective development of correct writing by younger schoolchildren and its transformation into orthographical correctness are analyzed. In terms of realization of the requirements of the Federal State Educational Standard of Primary Education the author proposed the working practices that allow the educator to achieve the high level of orthographical correctness of the primary school students in the process of systematic studying of Russian language.

School Life Problems of aFfirst Grader

10.12737/7337 ◽  
2014 ◽  
Vol 2 (6) ◽  
pp. 43-45
Author(s):  
Рыдзе ◽  
Oxana Rydze
Keyword(s):  
Elementary School ◽  
General Education ◽  
Educational Program ◽  
Educational Process ◽  
Federal State ◽  
Teaching Staff ◽  
School Life ◽  
Educational Standard ◽  
Life Problems ◽  
State Educational

The article offers provisions of the Federal state educational standard of the primary general education, Sanitary and epidemiologic norms and regulations, and Approximate main educational program of elementary school that regulate educational process in first classes of elementary school. The author comprehensively explains requirements of the state documents and possible cases of its abuse by teaching staff that lead to inadmissible increase in study load and violation of educational mode.

Formation of Information Literacy of Younger Schoolchildren

2019 ◽  
Vol 7 (1) ◽  
pp. 16-24
Author(s):  
Оксана Рыдзе ◽  
Oxana Rydze ◽  
Наталья Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Elementary School Students ◽  
Information Literacy ◽  
Federal State ◽  
Information Culture ◽  
School Students ◽  
Educational Activities ◽  
Educational Standard ◽  
Present Information ◽  
State Educational ◽  
Source Of Information

The article deals with one of the priorities of the modern primary school, reflected in the requirements of the Federal State Educational Standard of the Primary Education of the Second Generation, the formation of information literacy of students. It describes the characteristics of three groups of informational educational activities, including the readiness of the younger schoolchildren: to use the source of information; understand and present information in different forms; evaluate the reliability, reliability of this or received information. The difficulties faced by elementary school students in mastering information and educational activities are analyzed. The directions of work of the teacher to overcome them and improve the information culture of students are outlined.

Methods of teaching mathematics in primary school

2018 ◽  
Author(s):  
Наталия Истомина-Кастровская ◽  
Nataliya Istomina-Kastrovskaya ◽  
Ирина Иванова ◽  
Irina Ivanova ◽  
Зоя Редько ◽  
...  
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Educational Institutions ◽  
Federal State ◽  
Teaching Staff ◽  
Teaching Mathematics ◽  
School Students ◽  
Primary School Teachers ◽  
State Educational ◽  
Independent Work

The purpose of the textbook-to form a future teacher methodological knowledge, skills and experience of creative activity, to develop methodical thinking of students, the ability to apply mathematical, pedagogical, psychological and methodological knowledge for the organization of primary school students in the learning of mathematics. Addition to the textbook is the manual " Methods of teaching mathematics in primary school. Practicum.» It offers methodical tasks, tasks for independent work of students, various situations arising in the practice of teaching mathematics to younger students, summaries of lessons, the discussion of which helps students to prepare for teaching practice and methodological activities in modern primary school. Meets the requirements of the Federal state educational standards of higher education of the last generation. For students of higher educational institutions studying in the direction of " Pedagogical education "(qualification" bachelor", profile"beginning&1 education"). It will also be useful for primary school teachers, methodologists of educational development institutes (training and retraining of teaching staff), undergraduates and graduate students, teachers of teacher training colleges and universities.

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