scholarly journals ESSENTIAL CHARACTERISTICS OF EDUCATIONAL ENVIRONMENT IN THE CONTEXT OF PRE-SCHOOL EDUCATION

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Oksana Fedun ◽  
◽  
Iryna Melnyk ◽  
Keyword(s):  
Educational System ◽  
Educational Environment ◽  
School Education ◽  
Internal Environment ◽  
Human Relations ◽  
Content Integration ◽  
Fertile Ground ◽  
Metaphysical Interpretation ◽  
Structure Complexity ◽  
Educational Field

The article highlights meaningful value of the concept “educational environment” and the following terms related to it such as educational system, educational field, educative, teaching and educational, educational and developmental environment based on a thorough analysis of research background. The analysis of the specified category has been conducted in the context of life space of a pre-school education establishment. The attention is focused on the developmental orientation of educational environment in pre-school within the conditions of the content integration of pre-school education. The emphasis is placed on the symbiotic relationship and interdependence between educational environment in pre-school and a child’s personality and singularity. The author points out that the specific character of the educational environment like any other one means that it cannot be comprehensible without collation with the relevant agent transforming it and at the same time being transformed. The analysis of scientific sources gives grounds to state that such phrases have become stable as educative, educational, formative, lifelike, professional, educatory, health-maintaining, teaching and educational, natural, socio-cultural, social environment, educational system. The metaphysical interpretation of the environment is connected with the idea of a system: when we pick out a certain system for consideration, everything that does not belong to it becomes its external environment and those things that belong are its internal environment. Based on the available reasonable conclusions about the components of the environment we came to the conclusion about the structure complexity of the studied conception. Concurrently, it is summed up that the educational environment of a school is a fertile ground to ensure the harmony of human relations between an educator and a pupil, a beneficial area fro development of a child’s unique personality. Taking into account the analysis of different approaches and considerations of scholars the conclusion has been made that the educational environment of pre-school is a synthesis of conditions providing the qualitative development of personality, a source for formation of a system of values.

THE ROLE OF CHILDREN'S ARTISTIC LITERATUR IN THE ASSIMILATION OF PHILOSOPHICAL CATEGORIES BY PRESCHOOL CHILDREN

2020 ◽  
Vol 22 (11) ◽  
pp. 20-24
Author(s):  
Ponomareva L.I. ◽  
Gan N.Yu. ◽  
Obukhova K.A.
Keyword(s):  
Preschool Children ◽  
Educational System ◽  
Role Models ◽  
Educational Process ◽  
Human Relations ◽  
The World ◽  
Culture And Health ◽  
Nature And Society ◽  
Good And Evil

In the presented study, the authors raise the question of the need to include in the educational process of a preschool institution to familiarize children with some philosophical categories. The educational system in which the child is included, starting from preschool childhood, provides him with the opportunity to gradually and continuously enter the knowledge of the world around him. It is in preschool childhood that the child is exposed to various relationships, values of culture and health, diverse patterns in the field of different knowledge. This contributes to a broader interaction of the preschooler with the world around him, which, in turn, ensures the assimilation not of disparate ideas about objects and phenomena, but their natural integration and interpenetration, which means understanding the integrity of the picture of the world. The authors prove the idea that the assimilation of philosophical categories by children contributes to the understanding of the structure of the surrounding world. The analysis of research is presented, proving that children's fiction in an understandable and accessible language, life examples and vivid images is able to explain to children the laws of the functioning of nature and society, as well as to reveal the world of human relations and feelings. Fiction surrounds the child from the first years of his life. It is she who contributes to the development of thinking and imagination, enriches the sensory world, provides role models and teaches you to find a way out in different situations. Philosophical categories such as "love and friendship", "beautiful and ugly", "good and evil" are represented in children's literature very widely, and the efficiency of mastering philosophical categories depends on the skill of an adult in conveying the content of a work, on correctly placed accents.

Why pioneer camps survived the collapse of the Soviet Union

2021 ◽  
pp. 161189442110186
Author(s):  
Anna Kozlova
Keyword(s):  
Soviet Union ◽  
Educational System ◽  
Central Committee ◽  
Human Values ◽  
Teaching Experiences ◽  
Stalin Era ◽  
The Soviet Union ◽  
Ethnographic Analysis ◽  
Children’S Centres ◽  
Educational Field

The article analyses the survival of the children’s centres, Artek and Orlyonok, during the post-socialist transformation. It is based on 50 interviews with employees who worked there starting in the late-Soviet era. Artek and Orlyonok were exemplary children’s camps, subordinated to the Central Committee of the Komsomol. Since the early 1960s, they have functioned as schools for distinguished teenagers who were considered ‘good examples’ for other children. In this article, I have made an ethnographic analysis of Artek and Orlyonok employees’ late-Soviet experiences. This analysis shows how the agency of Soviet counsellors and camp directors became a creative interpretation of the governmental order to raise the children as active Soviet citizens. Camp educators transformed it in line with the idea to base their agency on ‘common human values’, which was spread in the Soviet educational field in the post-Stalin era. As a result, the Soviet teaching experiences gained in these education centres were heterogeneous. When a child-centred paradigm was later introduced to the post-Soviet educational system, the camps adopted the most applicable practices from their Soviet experiences.

scholarly journals HOW TO MAKE NATURAL SCIENCES BECOME THE SCIENCES OF PRIORITY

2013 ◽  
Vol 10 (2) ◽  
pp. 4-6
Author(s):  
Eleonora Melnik
Keyword(s):  
Primary School ◽  
Human Activity ◽  
New Technologies ◽  
Educational Environment ◽  
Natural Sciences ◽  
School Education ◽  
Video Information ◽  
Human Needs ◽  
Natural Science Education ◽  
School Period

In many countries the interest to natural sciences among youth declines at the same time the interest to human sciences and management of human activity increases. Educational environment reflects those transformative mechanisms which influence the real sphere of human activity. Education being a socially significant institution should respond to human needs “here and now”, keep and develop fundamental knowledge using innovative means of education. Knowledge of some areas of physics, chemistry and biology remain conservative. New industries require professionals who can integrate different knowledge. This knowledge is acquired in the process of school education and the best time is primary school period. Forms of extracurricular work: traditional clubs, inter-class associations, interest cen-ters and so on. Teachers give less preference to research of natural objects and phenomena and more preference to use of video information. This includes different presentations devel-opment of which is encouraged and widely used in primary school. New technologies should be implemented in school education but we shouldn’t substitute live communication with na-ture by texts and pictures from the Internet. Observation of nature being a method of classi-cal biology is still of great value because it allows a child to identify and explore the environ-ment and become a discoverer of the world. Key words: educational environment, interest in science, new technologies, natural science education.

scholarly journals Wybrane czynniki warunkujące kompetencje szkolne z perspektywy współczesnych neuronauk i nauk pedagogicznych

2019 ◽  
Vol 64 (2 (252)) ◽  
pp. 122-149
Author(s):  
Miłosz Gołyszny
Keyword(s):  
Educational System ◽  
Fluid Intelligence ◽  
Positive Impact ◽  
Individual Characteristics ◽  
School Education ◽  
Internal Motivation ◽  
Endogenous Factors ◽  
Exogenous Factors ◽  
School Failures ◽  
External Motivation

There are several sources that determine school abilities: endogenous factors, i.e. abilities, intelligence, personality, internal motivation, and exogenous factors, such as environment and external motivation. The causes of school failures are found most often in the level of fluid or crystallised intelligence. In particular in the fluid intelligence, which is genetically conditioned. The type of personality also affects the achievement in learning, as well as the pleasure derived from it. The motives (for which students take action) can also have an impact on achievements – school abilities. There are two types of motivation: internal and external. The internal, exogenous motivation has an extremely strong positive impact and it should be stimulated by mentors – teachers. Furthermore, there are several types of general abilities that also affect school competences. Abilities should be noticed and developed during school education. Undoubtedly, the educational system should develop creativity and support the development of all individual characteristics, providing opportunity for self-fulfilment.

Preventing exclusion: the role of therapists and parents in the inclusion of a disabled child in the education system

2021 ◽  
Vol LXXXII (5) ◽  
pp. 370-386
Author(s):  
Monika Gałkowska ◽  
Katarzyna Kruś-Kubaszewska
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
School Education ◽  
Final Decision ◽  
Child Relationship ◽  
Stressful Experience ◽  
Role Of Parents

Choosing an educational system for a disabled child already at the stage of pre-school education is a difficult and stressful experience for parents, which regardless of the final decision, raises many doubts. Certain questions arise: ‘where there is a place in the education system for the child with a disability certificate?’, ‘where the child can develop best?’, but also ‘where the child simply feels happy and does not experience exclusion?’. Many things depend on the level of the child’s disability, on key choices made by parents, and on the quality of cooperation, both in the three-way parent-therapist-child relationship, but also in the two-way parent-child and therapist-child relationships. Parents more and more often make decisions about inclusive education, where a child can develop amongst non-disabled peers. This article focuses primarily on the role of parents and therapists in the process of including a disabled child in the education system, the potential of cooperation, but also the fears, difficulties and expectations accompanying both sides.

Preparing Children for School: The Perspective of Sustainability

2007 ◽  
Vol 8 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Svetlana Guseva ◽  
Valērijs Dombrovskis ◽  
Dzintra Iliško
Keyword(s):  
Child Development ◽  
School Children ◽  
Significant Contribution ◽  
School Curriculum ◽  
Educational Environment ◽  
School Education ◽  
School Environments

Preparing Children for School: The Perspective of SustainabilityThis study analyses different aspects of upbringing and development concerned with preparing pre-school children for school. The focus is on justifying child development within the pre-school educational environment with elements of sustainability in order to better prepare students for school. Education in pre-school environments should be seen as a synergy of the affective and cognitive spheres of children. The authors refer primarily to the significant contribution provided in the sphere of pre-school education by different Russian psychologists and educators. The results of this study indicate that if the pre-school curriculum includes elements of sustainability, the process of preparing children for school is more effective and children may possibly be more successful at school.

scholarly journals GEROS MOKYKLOS KONCEPCIJOS ĮGYVENDINIMAS IKIMOKYKLINIO UGDYMO ĮSTAIGOJE: LOPŠELIO-DARŽELIO „TRYS NYKŠTUKAI“ ATVEJIS [IMPLEMENTATION OF THE CONCEPT OF A GOOD SCHOOL IN THE PRE-SCHOOL EDUCATION INSTITUTION: THE CASE OF THE NURSERY SCHOOL “TRYS NYKSTUKAI”]

2017 ◽  
Vol 9 (3) ◽  
pp. 141-150
Author(s):  
Reda Poneliene ◽  
Danguole Dargiene
Keyword(s):  
Nursery School ◽  
Educational Institution ◽  
Educational Practice ◽  
Education Institution ◽  
Educational Environment ◽  
School Education ◽  
Quality Of Education ◽  
Self Evaluation ◽  
Good School

The concept of a Good School creates preconditions for raising the level of quality of the performance of the country’s schools implementing general curricula, for showing the activity direction for schools and for enabling them to act. In order to ensure the quality of pre-school education, self-evaluation of the performance of pre-school education institutions, which promotes reflection on the activities of the staff of pre-school educational institutions and the possibilities for changes in quality, acquires increasing importance. Following the position that self-evaluation of the quality of institutional activities is significantly affected by community agreements on the quality of education and its characteristics, the qualitative research (case study), aiming to find out which aspects of the Good School and features characterizing them are characteristic to a concrete pre-school education institution, was conducted. The study involved various interest groups (parents, children, pedagogues). It was identified that the characteristic features of a good nursery school had included the aspects of the educational environment, life in the school and staff, which enabled to assume that the properly selected educational environment and professional, qualified pedagogues influenced children’s quality participation in the life of the educational institution. Besides, the research results can be the basis for improvement of the educational practice in a particular institution, separately analysing those aspects of the good school (nursery school) and features describing them which received less attention of investigated persons and providing guidelines for further studies on the quality of education. Key words: good school, aspects of the good school, pre-school education institution, self-evaluation of the quality of school performance, quality of education.

scholarly journals Komunikasi Dalam Kehidupan Beragama Melalui BISINDO

2021 ◽  
Vol 16 (2) ◽  
pp. 152
Author(s):  
I Made Sukma Muniksu
Keyword(s):  
Religious Life ◽  
Religious Communities ◽  
Social Cooperation ◽  
Internal Environment ◽  
Human Relations ◽  
The Right To Know ◽  
Core Elements ◽  
The Right ◽  
Different Cultures ◽  
To Receive

Living in a social and religious life, you will find very rapid differences in communication between Deaf and Hearing Friends. So that each individual must respect and respect each other. In this way, religious harmony will be realized. Listeners can learn BISINDO so they can communicate with Deaf Friends. Listening friends can learn starting from the easiest, namely recognizing letters and numbers. Because through letters and numbers can provide symbols that are very useful in communication. Communication is a basic human activity. There is not an individual who will not be involved in communication. In this relationship in communication, it is in the form of tolerance and information between religious communities which are the core elements of limited religious harmony within the internal environment of a religion. Meanwhile, horizontal relationships, or patterns of human relations with each other or humans with surrounding communities of different cultures, races, religions, be it in the form of social cooperation or individual patterns with individuals to build a stronger sense of brotherhood. A society with a social and religious life definitely needs communication. Even though the communication occurred between Listening Friends and Deaf Friends. All activities that occur in religious life cannot be separated from the communication from the communicator to the communicant. A deaf friend who uses BISINDO as a communicant has the right to know what information he gets from other people. In a diverse life, Teman Deaf also has the right to receive religious teachings that he believes in.

scholarly journals IMMIGRATION PROCESSES AS A FACTOR IN THE SOCIO-CULTURAL TRANSFORMATION OF THE EDUCATIONAL SYSTEM

2018 ◽  
pp. 61-65
Author(s):  
Галина Солодова ◽  
Galina Solodova
Keyword(s):  
Secondary School ◽  
Educational System ◽  
Cultural Transformation ◽  
Immigrant Children ◽  
School Education ◽  
Point Of View ◽  
Host Society ◽  
Secondary School Education

The article proposes a review of the system of secondary school education from the point of view of foreign cultural immigration. The work of the teacher. The factors hindering the integration of immigrant children into the host society are highlighted

scholarly journals INNOVATIVE METHODS FOR EVALUATING QUALITY CRITERIA FOR QUALIFICATION PROCESS WITH TEACHERS

2019 ◽  
Vol 31 (2) ◽  
pp. 461-466
Author(s):  
Magdalena Tsoneva ◽  
Kristina Georgieva
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Teaching Profession ◽  
School Education ◽  
Individual Development ◽  
Modern World ◽  
Education Student ◽  
Educational Content ◽  
Information And Communication

In the fast-changing realities of the modern world arises a new concept of education that defines new educational goals and policies. Conceptually new is the understanding of education as a factor of social and cultural cohesion and as an economic potential.The quality of education is measurable in every aspect and at each of the levels at which it can be operationalized. It is a measurable figure at school, regional, national and international level; there is a social, pedagogical and economic aspect; attribute is to each of the key features of the educational system - resources, functioning, results.The new concept of education requires positive changes in the following areas:- education management - decentralization and guaranteed participation of civil society in the development, implementation and monitoring of education development strategies; planning of enough resources for education;- educational environment - building a tolerant, healthy and secure educational environment that promotes individual development; clearly defined mandatory knowledge and skills; practical direction of educational content; attractive forms of education representing understandable educational content; measurable educational outcomes; widespread penetration of new information and communication technologies;- teaching profession - targeted policies on teacher qualifications and distribution of effective pedagogical practices;- monitoring - creating systems for effective measurement of educational achievements and systems for monitoring the activity of the teacher and the school.The European Quality Report on School Education identifies 16 indicators, divided into four areas, as follows:- achievements - mathematics, reading, science, information and communication technologies, foreign languages, learning skills, civic education;- student progress - dropping out, completing secondary education, entering higher education institutions;- monitoring of school education - evaluation and management of school education;- resources and structures - education and training of teachers covered in pre-school education, number of students per computer, educational costs per student.

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