scholarly journals Characteristics of students’ academic adaptation at different levels of education in Russia

2021 ◽  
Vol 52 (4) ◽  
pp. 370-380
Author(s):  
Rail M. Shamionov ◽  
◽  
Elena S. Grinina ◽  
Keyword(s):  
Academic Success ◽  
Inclusive Education ◽  
Professional Education ◽  
Academic Motivation ◽  
Personality Development ◽  
Preschool Education ◽  
Educational Process ◽  
Personality Factors ◽  
Academic Adaptation ◽  
Different Levels

Introduction. The relevance of the study is conditioned by the need to find effective ways of adaptation due to changing conditions of education and personality development, as well as to inclusion of students with various educational needs and capabilities in the educational process, including those with disabilities (health limitations) and chronic diseases. Currently, there is no conceptual and systematic elaboration of theoretical provisions and experimental research in the field of academic adaptation. Materials and methods. The materials of the study are articles from Russian periodicals. The research method is theoretical analysis of the problem of academic adaptation at different levels of education. Results of the study. Major studies of academic adaptation in Russia are focused on the problems of determining its criteria, age specificity, factors and conditions for successful adaptation, the development of a diagnostic tool, its characteristics in inclusive education, etc. The specificity of academic adaptation at different levels of education is associated with gaining experience of adaptation and psychological development of a student. The determinants of academic adaptation differ depending on the educational level. In the conditions of preschool education the determinants are games and the experience of interaction with peers and adults, psychosomatic development; in the conditions of primary education the determinants are communication skills, educational motivation, interaction with the teacher; in the conditions of secondary education the determinants are correspondence of the educational process organization with characteristics and capabilities of students, interaction with peers and adults; in the conditions of special professional education the determinants are psychophysiological characteristics of students, personality factors (academic motivation, self-reflection), interpersonal factors. Discussion and conclusion. Analysis of academic adaptation as a multicomponent phenomenon makes it possible to develop means of its optimization and to create conditions for children and adults’ academic success in the educational system. Within the context of modern education it is important to study students’ academic adaptation in an inclusive educational environment, the development of the concept of academic adaptation as a process of successive change of its foundations, factors and mechanisms at different educational levels.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

scholarly journals THE PROBLEM FIELD OF MODERN HIGHER PEDAGOGICAL EDUCATION

2020 ◽  
Vol 14 (3) ◽  
pp. 472-484
Author(s):  
O. A. Lapina ◽  
Keyword(s):  
Human Development ◽  
Professional Education ◽  
Personality Development ◽  
Cognitive Activity ◽  
Educational Process ◽  
Professional Activity ◽  
New Literacy ◽  
Cognitive Activities ◽  
Scientific Subject ◽  
The Relationship

Introduction. The paper is concerned with the processes of professional-pedagogical education in modern higher educational institutions and the problems of business and speech culture that face the students involved in educational and cognitive activities. Objective. The objective of the paper is to substantiate the relationship between the activity of students in the educational process and the level of their human development and communicative creativity. The research aimed to develop a methodology to organize an educational process facilitating the actualization of professionally oriented thinking (the ability to understand, reveal, and explain the value of facts and phenomena). Materials and methods. The research methodology is a generalizing analysis of the problems of vocational education, its orientation, and contents at various levels of the specialist’s personality development. The units of practical assessment were self-esteem, speech activity, knowledge of the basic forms of work with words, and interpretation of meaning within the topic of reasoning. Research results.The findings have indicated the relationship between the student’s activity in the educational process and the level of their human development, communicative creativity, business and speech culture, passivity/activity in educational and cognitive activities, the degree of understanding the responsibility for choosing a profession, and the meaning of the “professionally-oriented rapport” concept. The ways of actualizing professionally-oriented thinking have been determined. A methodology for building an interest in the investigative type of thinking and the gradual conscious acquisition of a block of knowledge has been developed and tested. The study has clarified the professional significance of the organizational forms contributing to the development of cognitive and communicative competence of pro¬fessional thought creation. Discussion and conclusion. What are the advantages of the proposed model? It reveals the meaning of what has been learned, expands the desire to understand, conveys the essence of information, develops a professionally-oriented ability to substantiate one’s viewpoint; forms an opinion on science, a scientific subject, theory, and technology in a professionally significant field of activity. The research continues, however, the preliminary findings allow the following conclusions. The result of these actions is positive dynamics in understanding the value of teachers’ professional activity, the formation of a habit of self-organization and learn-and-create activity. Keywords: educational space of the university, professionally-oriented thinking, cognitive activity, culture of education, transformation of professional education, new literacy.

scholarly journals Design of Individual Educational Trajectories for Preschool Children as a Factor in their Social and Personality Development

2021 ◽  
Vol 13 (2) ◽  
pp. 822-830
Author(s):  
Elena Borisovna Bystray ◽  
Boris Alexandrovich Artemenko ◽  
Albina Ramazanovna Isaichkina ◽  
Irina Viktorovna Kolosova ◽  
Irina Nikolaevna Evtushenko ◽  
...  
Keyword(s):  
Preschool Children ◽  
Goal Setting ◽  
Personality Development ◽  
Preschool Education ◽  
Action Planning ◽  
Educational Process ◽  
Emotional States ◽  
Educational Trajectories ◽  
Conflict Situations ◽  
The Social

The article reports the results of introducing individual educational trajectories for preschool children into the educational process of preschool education organizations as a factor of children’s social and personality development. In conjunction with collective forms of work, these trajectories allow expanding the range of children’s ideas about different emotional states promoting feelings of empathy and sympathy. The introduction of individual educational trajectories explicated in trajectory maps of social and personality development contributes to improved communicability with peers and adults and reduces conflict in this process. The number of conflict situations in children’s communication with others is lowered. The introduction of individual educational trajectories promotes the development of each child’s readiness for independent goal-setting, action planning, and communication with children and adults. Children learn to evaluate the actions of peers and adults establishing themselves as social subjects and accounting for the social norms and regulations adopted in society, i.e. the norms of the human community.

scholarly journals The local component of Preschool Education in Donets region: challenges of modernity and ways of their solution

2019 ◽  
pp. 55-64
Author(s):  
Yekaterina Nikityuk ◽  
Olga Styagunova
Keyword(s):  
Sustainable Development ◽  
Inclusive Education ◽  
Preschool Education ◽  
Education Institution ◽  
Specific Aspect ◽  
Educational Process ◽  
School Education ◽  
Grey Zone ◽  
Number Of Children ◽  
Educational Challenges

The article is devoted to the modern issues of pre-school education in Donetsk region. The article presents the statistic information concerning the development of a network of pre-school education institutions in Donetsk region during the military aggression – the general number of institutions in the cities/regions, the number of children involved into pre-school education, the number of pre-school groups with prioritized ways of development, the number of institutions which operate in the so called “grey zone” and the number of children who get pre-school education in the designated institutions under dangerous conditions, staff assistance, etc. The statistical data concerning the language of the educational process in pre-school institutions of the region are separately represented in the article. The article uncovers special features of the organization and topical issues of Donetsk region pre-school education based on regulatory documents and the programme “Donetsk region education in European dimension. 2017‒2020”. The attention is payed to the modern challenges for Donetsk region education; modern educational challenges have been characterized as national-patriotic upbringing, inclusion, implementation of sustainable development and creation of a safe and child-friendly pre-school education institution. The article focuses on bilingual environment of the region and the necessity to pay attention to this specific aspect while organizing educational activities with preschoolers. The information regarding the results of the pre-school education institutions of Donetsk region involved into educational projects has been summarized. The article presents the forms and methods of pursuing the principle of regionality in pre-school education institutions. Some ways of combining the general regional and the regional components in the educational process of pre-school education institutions under conditions of reformations within the system of education have been proposed. Keywords: modern pedagogical challenge, child-centrism, national patriotic education, inclusion, inclusive education, sustainable development.

scholarly journals The Development of Students' Emotional Intelligence in English Lessons as a Factor in their Adaptation to Modern Living Conditions

2019 ◽  
Vol 7 (13) ◽  
Author(s):  
Iryna Bol. Humeniuk
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
English Language ◽  
Personality Development ◽  
Cognitive Activity ◽  
Living Conditions ◽  
Educational Process ◽  
Motivation For Learning ◽  
Different Levels ◽  
Development Of Students

The article deals with the importance of the development of students` emotional intelligence in English lessons as a factor in their adaptation to modern living conditions, to activities in a rapidly changing world.The necessity to study and use emotions in the lesson to reveal the emotional potential of the participants of the educational process and develop the emotional intelligence in them at different levels of learning is justified. It is noted that many social, psychological and physiological deviations are connected with a strong load on the nervous system, the human psyche and the person`s inability to adapt to modern conditions of life creates a problem and complicates life.It is emphasized that when learning a language, we take into consideration not only the students` ability, level of their intellect, but also the emotional sphere, the psychological atmosphere in which the educational process takes place, we use different strategies of emotional intelligence development, create a microclimate in the lessons that will promote formation of positive motivation for learning a foreign language, the learning will be more successful and students will develop the ability to analyze their own and their companions` emotional state and actions, think and make decisions, act decisively and correctly in unexpected or difficult life situations, that is, to show adaptive behavior in emotional situations. It was also noted that the question of the importance of the development of emotional intelligence in the study of language was interesting not only for psychologists, but also for educators. A large number of scientists from various fields both in Ukraine and abroad research this problem. Knowledge and emotional-value components of the educational process in English can be realized through properly selected material, forms of work, kinds and types of exercises.The article presents forms, methods and means of organizing the educational process at different levels of learning that affect the development of the emotional component, contribute to the effectiveness of the English language learning process and the creation of a positive emotional atmosphere in the classroom. It is concluded that emotional intelligence is an important component of personality development that can be developed and improved throughout the study period.Emotional intelligence cannot be viewed without child's cognitive activity. Holistic education is the unity of emotional and intellectual spheres. It is impossible to form a person capable of adaptation in the modern life without it.

scholarly journals The Use of Mathematical Statistics Methods in Modelling the Psychophysiological «Value» of Cognitive Activity of Students with Different Levels of Academic Success

TEM Journal ◽  
2021 ◽  
pp. 1325-1335
Author(s):  
Iryna Kalynychenko ◽  
Hanna Zaikina ◽  
Hanna Latina ◽  
Olha Skyba ◽  
Dmytro Kalynychenko
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Regression Models ◽  
Average Length ◽  
Cognitive Activity ◽  
Risk Groups ◽  
Mental Activity ◽  
Educational Process ◽  
Different Levels ◽  
Mathematical Interpretation

Mathematical interpretation of the psychophysiological «value» of modern schoolchildren’ cognitive activity will allow to identify risk groups, especially among students with high and average academic achievement. The results allowed to establish dependence of the type of functions and properties, at the expense of which the «value» of the students’ activity was manifested, from the way of organizing the educational process. The article argues that regression models of psychophysiological «value» have different filling of variables depending on gender, intensity of information and physical loads. The variables that are most often included in psychophysiological «value» regression models, i.e., are the most important markers of change in the «price» of activity of students with high academic achievement, include thinking flexibility level, extraversion, anxiety level, speed of complex visualmotor reaction, as well as average length of cardiocycles during mental activity.

scholarly journals Personal interest in the formation of the subjective position of the future pre-school teachers

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 159-165
Author(s):  
Julia Kosenko
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Personal Responsibility ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Preschool Education ◽  
Educational Process ◽  
Personal Interest ◽  
The Future

The article reveals the essence of the subjective position of future preschool teachers in the process of vocational training. The content of the concepts such as «subject», «subjectivity», «subjective position» is characterized; the essence of the concept of «personal interest» is clarified. The author’s understanding of the student’s subjective position is a well-established system of his attitude to professional education, personal self-expression in the educational process of higher educational institution, to his own «Self» – his abilities, potential opportunities, individual peculiarities of mental processes (thinking, speaking, memory, imagination, etc.). As a quality of personality, the subjective position of the student is the manifestation of his positive and active attitude to his own professional training at university, cognitive activity, own efforts, specific actions, concrete acts, independence in determining the individual path of theoretical and practical learning, personal responsibility for formation of professional competence. The student’s personal interest in professional training is characterized as his aspiration, focus on deep knowledge of the future profession, manifested in cognitive needs, professional orientation, a conscious understanding of the purpose of future professional activities, responsible attitude to the tasks and content of professional training. The role and main ways of development of personal interest of the student to professional training and formation of a subjective position of the future teacher of preschool education in this process are defined.

scholarly journals Psychological and pedagogical support of personality: a view in the context of the integrated approach

HUMANITARIUM ◽  
2021 ◽  
Vol 44 (1) ◽  
pp. 123-132
Author(s):  
Valentyna Poul ◽  
Iryna Volzhentseva
Keyword(s):  
Inclusive Education ◽  
Child Support ◽  
Personality Development ◽  
Integrated Approach ◽  
Educational Environment ◽  
Educational Process ◽  
Integral Approach ◽  
Holistic View ◽  
Military Conflict ◽  
Theoretical Substantiation

The article considers the issue of psychological and pedagogical support applying practical, competent, complex, integrated approaches. The essence of meaningful conceptual definition of «psychological and pedagogical child support» has been outlined based on analysis: reforming education focusing on the practical approach to the organization of the educational process; the devotion to the educational result – the acquisition of life competence – through the prism of the competent approach; the quality maintenance to the educational activities in modern «New Ukrainian School», the introduction of inclusive education, the continuation of military conflict and others, which influence educational institutions by means of integrated approach; updating the content of education according the integration of educational sectors and personal experience within the integrated approach. The submitted problems on the child personality development in the modern educational environment and the psychological and pedagogical support require a single, holistic view of their solving for the development of the integral competence, which means forming such a qualification level that expresses the main competence characteristics, contributes to a harmonious full life in society and successful self-realization. Theoretical substantiation of the integral approach to psychological and pedagogical support of the child's personality in the educational environment has been carried out under the conditions of educational reformation. The peculiarities of the psychological and pedagogical supervision have been represented considering the integral approach, which includes both the unity and the integrity in relation with interaction, approaches and performing technologies.

scholarly journals COMPLEX ADAPTATION OF THE METHODICAL SYSTEM OF TEACHING COMPUTER SCIENCE TO STUDENTS IN INCLUSIVE GROUPS

2020 ◽  
Vol 1 (191) ◽  
pp. 105-108
Author(s):  
Оlena Kosovets ◽  
◽  
◽  
Keyword(s):  
Computer Science ◽  
Special Needs ◽  
Inclusive Education ◽  
Professional Education ◽  
Professional Training ◽  
Educational Needs ◽  
Educational Process ◽  
Diagnostic Methods ◽  
Special Educational Needs ◽  
Adaptive Competencies

In the article the author focuses on the problem of complex adaptation of the methodical system of teaching computer science to students in the conditions of inclusive education. The pedagogical experiment was conducted from 2013-2019. in four stages: theoretical-analytical, diagnostic-search, experimental and generalizing. At the theoretical and analytical stage of the pedagogical experiment, a theoretical analysis of scientific and methodological, psychological and pedagogical and educational literature on the research problem was conducted; actualization of the posed problems; Methods of theoretical and experimental research, as well as criteria and indicators of the formation of compensatory-adaptive competencies of students with special educational needs have been developed. At the diagnostic and search stage the analysis of components of methodical system of training of computer science in the course of professional training of pupils with special needs in inclusive classes is carried out, the empirical material is collected; diagnostic methods of research are developed and the statement check of pedagogical experiment is carried out. A list of compensatory-adaptive competencies that affect the quality of computer science studies by students with special educational needs has been formed. The purposes, the maintenance, methods, means and forms of the organization of educational process, a technique of their use in the course of training of computer science of pupils with special needs in establishments of professional education in the conditions of inclusion are investigated. Technical means and special software have been selected, a method of their use has been developed to support computer science education for students with visual impairments, students with hearing impairments and students with musculoskeletal disorders. At the experimental stage, the effectiveness of the adapted methodological system of teaching computer science to students of vocational education institutions in the conditions of inclusion was confirmed and a formative check of the pedagogical experiment was carried out. At the generalizing stage of pedagogical experiment it is substantiated that adaptation of components of methodical system of training of computer science of pupils with special educational needs according to values ​​and principles of inclusive education, promotes formation and development of the creative personality, the skilled and competitive expert.

scholarly journals On the Formation of Digital Competence of Preschool Teachers at the Present Stage

2021 ◽  
Vol 16 (2) ◽  
pp. 100-111
Author(s):  
Sukhova Elena I. ◽  
◽  
Semichev Daniil M. ◽  
Keyword(s):  
Professional Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Process ◽  
Digital Tools ◽  
Present Stage ◽  
Digital Competence ◽  
Wide Range ◽  
Professional Teacher ◽  
Digital Competencies

The article presents an analysis of studies devoted to the formation of digital competence of preschool teachers at the present stage. The article substantiates the importance of the formation of digital competencies among preschool education specialists as the key and modern tools of a teacher in solving a wide range of professional tasks: the implementation of the main educational program of preschool education in a distance format, the implementation of additional educational programs, the use of digital tools in working with parents (legal representatives), as well as in the process of solving operational, everyday tasks of specialists. Applied research methods are: theoretical-analysis of pedagogical and educational literature, articles of teachers-practitioners and researchers in the field of education. The author presents his own structure of digital competence of preschool education specialists, which can be used by teachers, methodologists and managers of the preschool education system in order to determine personal deficits in the formation of digital competencies. The article presents the most accessible ways to form the digital competence of teachers and specialists of preschool education – in the format of self-education, as well as in the framework of the development of additional professional education programs. According to the results of the study, the conclusion is formulated that the formation of digital competence of a modern preschool teacher is one of the key aspects of the success of his professional activity in educational organizations and a really important component in the complex process of becoming a professional teacher who effectively uses digital tools in building a modern and effective educational process becoming a professional teacher who effectively applies digital tools in building a modern and effective educational process. Keywords: digitalization, digital competence of the teacher, digital educational resources, cloud tools of the teacher

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