scholarly journals THE PARTNERSHIP AND THE SUPPORT TO PARENTS IN THE MODERN EDUCATIONAL ENVIRONMENT

2021 ◽  
Vol 5 (11(75)) ◽  
pp. 59-65
Author(s):  
V. Poul ◽  
I. Volzhentseva
Keyword(s):  
Child Development ◽  
Professional Competence ◽  
Educational Environment ◽  
Positive Interaction ◽  
Interactive Technologies ◽  
Child Education ◽  
Teachers And Parents ◽  
The Individual ◽  
Education And Development

The article considers the issue of partnership and support to parents in the modern educational environment. It has been proved that there is an importance of increasing the parents’ psychological awareness on the issue of the child education and development through innovative interactive technologies, which will allow to consider demands of parents, promote formation of the active parental position, provide recognition of their experience in educating their own children and support in searching ways to build a positive interaction. The stages of the cooperation with parents through interactive technologies are highlighted: the teachers in order to introduce interactive technologies working with parents and the parents training. Based on five-year experience in this area, effective recommendations to build positive interaction between teachers and parents have been defined. Combining of the teacher’s professional competence in the child development technologies with the parents experience on the individual peculiarities and demands of their children provides the epitomy of a positive interaction and an adult communication for being followed up by children.

scholarly journals Playground: just a Place to Go out or a Space for Child Development?

2019 ◽  
Vol 11 (4) ◽  
pp. 36-48
Author(s):  
I.A. Kotliar ◽  
M.V. Sokolova
Keyword(s):  
Child Development ◽  
Child Behavior ◽  
Empirical Studies ◽  
Historical Analysis ◽  
Interdisciplinary Approach ◽  
Educational Environment ◽  
Outdoor Play ◽  
Pedagogical Analysis ◽  
The Creation ◽  
Education And Development

The article discusses the relevance of modern play spaces to the tasks of the mental and physical child development, as well as modern approaches to the examination of children's outdoor play environment. A historical analysis of changes in domestic and foreign theories about ideas - what kind of playground children need, also empirical studies of child behavior at different play environment allow us to highlight the main lines of psychological and pedagogical analysis of play spaces. New standards in the field of education and development, as well as in designing educational environment, the request of teachers and designers (architects, engineers) makes relevant to work out the methodological support of the creation of play environment. Interdisciplinary approach and dialogue in this area will allow us to solve the problem of designing such play environment that meets the tasks of the child development.

scholarly journals Psychological Characteristics of Inclusive Educational Environments

2020 ◽  
Author(s):  
Elena Slusareva ◽  
◽  
Maria Plugina ◽  
Keyword(s):  
Inclusive Education ◽  
Psychological Safety ◽  
Research Problem ◽  
Educational Environment ◽  
Psychological Characteristics ◽  
Psychological Violence ◽  
Positive Interaction ◽  
Systematic Analysis ◽  
Teachers And Parents ◽  
Empirical Experiment

Inclusive education practices are now widespread in the Russian Federation and are aimed at ensuring the rights of everyone to education. One of the conditions for the effectiveness of inclusive education is the creation of an inclusive educational environment that ensures the personal and professional development of all the subjects of educational relations. Based on this, this article aims to provide a theoretical foundation and empirical investigation into the psychological characteristics of an inclusive educational environment. The following research methods were used to implement the goal: theoretical (systematic analysis of scientific and methodological literature on the research problem); empirical (experiment, interview method, method of expert evaluation); methods of primary mathematical statistics. The article covers the conception of the inclusive educational environment, thoroughly describing its constituents. The psychological characteristics of an inclusive educational environment based on the concept of psychological safety of the educational environment: attitude (positive, neutral, negative), satisfaction with interaction with the environment and subjects of educational relations, psychological safety (protection from psychological violence in the educational environment). For the empirical study of the psychological characteristics of an inclusive educational environment, an expert approach was used. The experts were the subjects of educational relations: teachers and parents, bringing up children with disabilities (sample size - 110 persons). Theoretically justified and empirically identified psychological and pedagogical conditions that ensure psychological comfort in an inclusive educational environment: the tolerance of subjects of educational relations, the professional and personal preparedness of teachers to positive interaction, parents’ readiness to build an educational route for a child with disabilities.

scholarly journals FORMATION OF FUNDAMENTALS OF PEDAGOGICAL SKILLS OF FUTURE TEACHERS

2021 ◽  
pp. 24-28
Author(s):  
Oksana Bartkiv ◽  
Oksana Smalko
Keyword(s):  
Professional Competence ◽  
Educational Process ◽  
Interactive Methods ◽  
Future Teachers ◽  
Interactive Technologies ◽  
Professional Activities ◽  
Modern School ◽  
Pedagogical Skills ◽  
Definition Of ◽  
The Individual

present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.

scholarly journals Parental Beliefs on Child Development of Children with Developmental Delays

2019 ◽  
Vol 29 ◽  
Author(s):  
Wesley Correa ◽  
Maria de Fátima Minetto ◽  
Rafaeli Cappellaro-Kobren ◽  
Leandro Kruszielski
Keyword(s):  
Content Analysis ◽  
Child Development ◽  
Developmental Delays ◽  
Parental Beliefs ◽  
Qualitative Approach ◽  
Educational Practices ◽  
The South ◽  
Child Education ◽  
Education And Development ◽  
The Way

Abstract Parental beliefs on child education and development might intervene in how parents relate to their children and promote their development. The present research aimed to identify parental beliefs about the development of children with developmental delays. For this, we took a qualitative approach, based on content analysis, from the answers obtained in the Questionnaire of Parental Beliefs on Child Development. We obtained answers of 36 families (fathers and mothers) of 40 children with different developmental delays, attending the Municipal Child Education Centers of a capital of the South region of Brazil. We could identify beliefs regarding the development of children, which were mainly understood as aspects related to the delays the child presented (negative) and to their achievements (positive), which represented the way in which these parents direct their parental educational practices.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

Teaching and Practice

1992 ◽  
Vol 62 (2) ◽  
pp. 199-209 ◽  
Author(s):  
Cynthia Ballenger
Keyword(s):  
Child Development ◽  
North American ◽  
Teacher Reflection ◽  
Theory And Practice ◽  
Cultural Assumptions ◽  
Daycare Center ◽  
Culturally Based ◽  
Teacher Researcher ◽  
American Teacher ◽  
Teachers And Parents

Teachers often learn techniques to manage the behaviors of the children in their classrooms with the assumption that those techniques are universal, rather than culturally based. In this article,Cynthia Ballenger shares her process of coming to understand the cultural assumptions that lie at the heart of effectively managing her class of four-year-old Haitian children. Through multiple"conversations" with a teacher-researcher group, with Haitian teachers and parents in a daycare center, and through her work with Haitian teachers in a child development class, Ballenger learns about Haitian cultural ways and queries the assumptions that shape her own experience as a North American teacher. Her story demonstrates a model of teacher reflection on both theory and practice that can illuminate the practices of other teachers who encounter children of differing cultural, racial, or class backgrounds.

Lack of interaction of hyperpnoea with methacholine and histamine in asthma

1998 ◽  
Vol 95 (5) ◽  
pp. 611-619 ◽  
Author(s):  
Suree SOMPRADEEKUL ◽  
Rana HEJAL ◽  
Melissa McLANE ◽  
K. A. LENNER ◽  
J. A. NELSON ◽  
...  
Keyword(s):  
Blood Flow ◽  
Forced Expiratory Volume ◽  
Additive Effects ◽  
Positive Interaction ◽  
Bronchial Responsiveness ◽  
Individual Effects ◽  
The Individual ◽  
Airway Calibre ◽  
Effector Mechanisms

1.The thermal precipitants of asthma (exercise and hyperventilation) appear to have a unique pathogenesis that does not alter bronchial responsiveness. In the present work, we tested whether hyperpnoea interacts with other constrictor stimuli. 2.To provide data on this issue, we exposed 17 subjects with asthma to isocapnic hyperventilation of frigid air (HV), methacholine (METH) and histamine (HIS) alone and in combination. 3.With HV (mean ventilation = 55.6±7.7 litres/min), METH (2.20±0.7 ;mmol/l) and HIS (10.35±5.04 ;mmol/l) alone, the decrements in forced expiratory volume in 1 ;s (FEV1) from baseline were 27.4±3.4, 27.4±3.8 and 32.4±3% respectively (n = 9). Giving the agonists simultaneously did not produce additive effects (ΔFEV1 HV+METH = 32.8±3.6%; HV+HIS = 28.7±5.1%). None of the individual or combined responses was significantly different from each other. Changing the sequence of the experiments and giving METH at the height of the HV-induced bronchial narrowing, instead of during hyperpnoea, did not alter the findings (n = 8). The maximum fall in FEV1 after both bronchoconstrictors in this experiment (ΔFEV1 = 32.3±4.3%) was not significantly different from either alone (HV = 22.8±1.0%; METH = 27.3±1.9%). When METH and HIS were administered together, however (n = 5), a positive interaction ensued (METH = 1.53±0.56 ;mmol/l, ΔFEV1 = 15.6±4.6%; HIS = 4.77±2.07 ;mmol/l, ΔFEV1 = 18.8±3.1%; METH+HIS ΔFEV1 = 33.4±5.2%; P< 0.001 compared with the individual effects). 4.These results indicate that HV does not interact with stimuli that directly or indirectly modulate airway calibre. It is unclear if this effect represents protection conferred from increased bronchial blood flow or derives from differences in effector mechanisms between the thermal and pharmacological agonists.

scholarly journals Leadership Qualities in Project Management

2021 ◽  
Vol 6 (521) ◽  
pp. 240-245
Author(s):  
H. Y. Luchko ◽  
◽  
I. V. Kohut ◽  
Keyword(s):  
Project Management ◽  
Professional Competence ◽  
External Environment ◽  
Project Managers ◽  
Project Manager ◽  
Effective Management ◽  
Leadership Qualities ◽  
Dynamic Changes ◽  
Management Standard ◽  
The Individual

This article is aimed at researching the phenomenon of leadership, analyzing the qualities of project leaders and defining the key qualities that project managers should have to effectively manage teams and achieve maximum results. The article defines that in order to ensure effective management of the project team with dynamic changes in the external environment, the project manager must be not only a director, but also a leader at the same time. It is precisely the leadership qualities of the project manager, which provide the ability to coordinate the team’s work in such a manner that certain results be achieved, i.e., the expectations of the main stakeholders be fulfilled or exceeded. The article examines the most characteristic traits inherent in leaders, which are highlighted by various researchers of the «traits theory». It is determined that of importance for a project manager is not only certain traits of the leader, but also professional competence. The criteria for assessing the level of competence of project managers in accordance with the ICB4 standard, as well as the necessary skills in relation to the individual competence of «Leadership», are specified. The main qualities and skills of the leader-manager according to the latest version of the PMBOOK project management standard are also considered. The research carried out by the authors resulted in distinguishing the most important qualities of the leader, which, combined with the necessary professional knowledge and skills, will allow project managers to become successful and effective in team cohesion to achieve the best results in project activities. The traits allocated as result of the research, such as responsibility, perseverance, ability to cooperate, kindness and others, will allow project managers to be successful leaders of their teams and to effectively manage projects and programs.

scholarly journals THE ESSENCE OF ARTISTIC AND CREATIVE COMPETENCE OF CLOTHING TECHNICAL DESIGNERS

2019 ◽  
pp. 43-49
Author(s):  
Liudmyla Lemeshko
Keyword(s):  
Professional Development ◽  
Essential Role ◽  
Scientific Literature ◽  
Professional Competence ◽  
General Structure ◽  
Highly Qualified ◽  
Light Industry ◽  
Leading Role ◽  
Professional Field ◽  
The Individual

The relevance of the paper lies in the need of garment manufacture in highly qualified technical designers, who can apply their artistic, creative and art skills in practice and have knowledge not only about design, clothing technology but also about artistic courses aimed at developing artistic and creative competence. The paper aims to study the components of artistic and creative competence of clothing technical designers in the scientific literature and analyze the essence of this competence. Methods: a classic analysis of psycho-pedagogical, scientific and methodological literature, legal acts and documents, educational and methodical documents and proceedings of conferences to generalize conceptual approaches to solving the problem under study to reveal the essence of artistic and creative competence of clothing technical designers; generalization – to integrate and group different classifications of artistic and creative competence into an integral unity, which manifests itself in the ability of the individual to work effectively in the professional field to formulate relevant conclusions. Results. The paper studies and reveals the components of artistic and creative competence of clothing technical designers. Also, it contains a theoretical analysis of recent publications on the study of artistic, creative, as well as artistic and creative competences. The paper shows that artistic and creative competence plays a leading role in the structure of the professional competence of students majoring in Light Industry Technologies. Modelling and Design of Industrial Products (specialty No 182). This competence combines ... Conclusions: every type of competences plays a particular role in the professional development of specialists. The competences related to the specifics of artistic and creative activities are incredibly essential for future clothing technical designers. Artistic and creative competence plays an essential role in the general structure of multidimensional professional competence of future clothing technical designers and is rather multidisciplinary...

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