scholarly journals PECULIARITIES OF SOCIAL ADAPTATION OF PRIMARY SCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE EDUCATIONAL ENVIRONMENT

2021 ◽  
Vol 1 (41) ◽  
pp. 73-79
Author(s):  
H.B. Sokolova ◽  
L.A. Kolbina
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Needs ◽  
Educational Environment ◽  
Social Adaptation ◽  
Primary School Children ◽  
Special Educational Needs

scholarly journals Psychological and pedagogical support for junior schoolchildren with special educational needs in the inclusive space of educational organizations

2020 ◽  
pp. 68-78
Author(s):  
D. Yu. Skryabinа ◽  
V. V. Bazhenova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Educational Needs ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Junior Students

The inclusion of children with special educational needs in the environment of normally developing peers leads to the need for changes in the educational process and the provision of psychological and pedagogical support for this category of children throughout the entire period of education. Particular attention should be paid to the psychological and pedagogical support of primary school children with special educational needs since it is in this age period when the process of adaptation to new conditions and new social status takes place. The article deals with the concept of “psychological and pedagogical support”, the principles of inclusive education, provides forms of organization of psychological support for junior students with special educational needs in the inclusive space of the educational organization, considers the specifics of the activities of the subjects of the educational process in the framework of the support.

REFLECTIVE PRACTICES FOR THE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN EDUCATIONAL INDEPENDENCE

2021 ◽  
Author(s):  
Мария Сергеевна Новикова
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Educational Environment ◽  
The Self ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Self Reflection

В статье ставится проблема развития рефлексии младших школьников. Раскрывается значение рефлексивных практик как продуктивного инструмента формирования учебной самостоятельности, способности к самооценке, творчеству и самосовершенствованию. Выделены принципы построения образовательной среды, способствующей личностному развитию школьников в рамках рефлексивно-позиционного подхода. The article raises the problem of developing the self-reflection of primary school students. It reveals the significance of reflexive practices as a productive tool for the formation of educational independence, the ability to self-assessment, creativity and self-improvement. It highlights the principles of creating an educational environment fostering personal development of schoolchildren within the framework of the reflexive-positional approach.

Organization of Extracurricular Activities of Primary School Children with Sensory Disabilities in an Inclusive Educational Environment

2021 ◽  
pp. 77-89
Author(s):  
Natalya Aleksandrovna Odinokova ◽  
◽  
Victoria Eduardovna Gamanovich ◽  
Olga Vyacheslavovna Dalivelya ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
School Children ◽  
Individual Characteristics ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Sensory Impairment ◽  
Special Educational Needs ◽  
Primary School Age

The article presents the author’s view of the organization extracurricular activities of primary school age children with sensory impairment based on a humanistic approach, focused on the personality of students with special educational needs, taking them into account individual characteristics, abilities and interests. The purpose of the article is to reveal the essence, evolution of formation and meaning in educational space of the school of extracurricular activities, emphasizing attention to the peculiarities of its organization with children of primary school age with sensory impairment. Methodology. The methodological basis is made up of research domestic and foreign authors, the experience of practicing teachers, testifying to the relevance of theoretical and practical software implementation of extracurricular activities with children with sensory impairment. Results. Based on the analysis of regulatory documents, scientific research, literature and teaching materials the concept of “extracurricular activities” was identified and substantiated, issues of structure, content, requirements for the conditions of its conduct on an example of organizing an excursion with children with visual impairments. In detention, conclusions are drawn about the features of the organization of extracurricular activities of primary school children with sensory impairments. In the future, it is envisaged to conduct a practical diagnostic research and analysis of the results obtained, which will reveal efficiency and prioritization of extracurricular activities, organized with children of primary school age with sensory impairment.

scholarly journals The correspondence system of teaching primary school children in New Zealand : an account of its evolution and a comparative study of the methods applied and of the standards attained

2021 ◽  
Author(s):  
◽  
Eric Norman Le Petit
Keyword(s):  
New Zealand ◽  
Comparative Study ◽  
Primary School ◽  
School Children ◽  
Educational Needs ◽  
Primary School Children ◽  
Reliable Estimate ◽  
Subsequent Growth ◽  
Method Of Instruction

Following on a visit paid by the Director of Education for New Zealand to some of the Australian states where Correspondence Classes had already been in operation for some years, it was decided to introduce on a much smaller scale a similar method of instruction to serve the educational needs of the very isolated families in New Zealand. A sole teacher was appointed to initiate the scheme but it is evident that, from the beginning, the Department had no reliable estimate of the subsequent growth of the institution nor of the work which it was later to accomplish.

scholarly journals Designing Digital Educational Environment for the Individualization of Learning and the Development of Gifted Children

2020 ◽  
Vol 10 (2) ◽  
pp. 70-75
Author(s):  
Viktoriya Solomatina
Keyword(s):  
Primary School ◽  
Conceptual Framework ◽  
School Children ◽  
Educational Environment ◽  
Educational Process ◽  
Primary School Children ◽  
Gifted Children ◽  
Project Method ◽  
E Learning ◽  
Empirical Material

The article presents the authors’ project of designing a digital educational environment for the actualization and development of creative giftedness in primary school children by means of a network of project activities. The educational environment was designed within the conceptual framework proposed by E. D. Patarakin and based on his idea of using network interactions to support the project method. This approach enables a transition from the concept of "educational environment" to the concept of “educational ecosystem". The model of an ecological system is used in the article to analyze the contemporary educational environment. The empirical material presented in the paper can be implemented in developing new forms of interaction between educational process participants in the context of e-learning.

scholarly journals Problems of Developing Self-Reliance in Learning in Primary School Children

2019 ◽  
Vol 24 (2) ◽  
pp. 50-58
Author(s):  
S.V. Zaitsev
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Environment ◽  
Individual Learning ◽  
Primary School Children ◽  
Teaching Competencies ◽  
School Practices ◽  
Self Reliance ◽  
Training Standards ◽  
New Education

The newly introduced state standard for primary education implies the formation of self-reliance in primary school children. However, this task is not an easy one to fulfill. Developing self-reliant learners can be challenging due to a number of fundamental contradictions such as the ones between the freedom offered to the child and the forced nature of some education methods; between the new educational tasks and the established school practices; between the invariant character of training standards and variability of individual learning features of schoolchildren. Overcoming these contradictions requires not only the formation of new teaching competencies in future teachers, but a fundamental change in the teacher’s professional position. It’s not enough to simply improve several means and methods of teaching, it’s important to develop and apply radically new education technologies: create an active and versatile educational environment, initiate mediated management of child learning and development, introduce individualization on the basis of personal activities of children, carry out pedagogical observations of every individual’s development. A lesson called “Self-taught learner”can be considered an example of such active and variable educational environment that promotes self-reliance in learning in children. In this lesson, every child masters some new learning content on their own and carries out basic learning actions step-by-step, moving along his/her individual learning route.

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