scholarly journals МОДЕЛЬ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОГО ЗАБЕЗПЕЧЕННЯ УПРАВЛІННЯ ЯКІСТЮ ДОШКІЛЬНОЇ ОСВІТИ

2019 ◽  
Vol 69 (1) ◽  
pp. 246
Author(s):  
Olha H. Kosenchuk ◽  
Nataliia V. Bakhmat
Keyword(s):  
Quality Management ◽  
Educational Institution ◽  
Preschool Education ◽  
Educational Process ◽  
Team Work ◽  
Collective Actions ◽  
Teaching Management ◽  
The Social ◽  
Information And Communication ◽  
The Creation

The article analyzes various trends in the construction of a model of information and communication maintenance of education quality management in modern preschool education institutions, in accordance with the International Educational Standards. The authors have developed and tested the model of information and communication maintenance of modern preschool education institutions quality management which provides the awareness on all subjects of the management process with the problems of management, information and communication maintenance, the most preferable forms and methods of interaction in the team, team work, the establishment of cross-sectoral links in the management of preschool education institutions educational activities. Approbation was carried out on the example of preschool education institutions in Kyiv. The presented tools included the analysis of the relevant theoretical and methodological sources, as well as generalization of the teacher's experience in teaching "Management in the system of preschool education" to students of National Pedagogical University named after M.P . Dragomanov. The emphasis is placed on the importance of effective mechanisms of interaction in the educational space, which are followed and supported by information flows, and bring together both the direct participants of the educational process and the social environment with the educational institution, and form an integral system. Main attention is paid to identify the factors that encumber the creation of a fully-fledged information and communication maintenance of the management of preschool education; new approaches in overcoming or minimizing a number of difficulties that arise in the educational process are substantiated. The authors have substantiated the importance of the creation and functioning of the multidisciplinary team; revealed the features of planning of collective actions in the aspect of management of educational institutions; specified the process of coordination of the activities and characterized the control system for their implementation.

scholarly journals ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ ЯК ІНСТРУМЕНТ ПІДВИЩЕННЯ ЯКОСТІ ДОШКІЛЬНОЇ ОСВІТИ

2019 ◽  
Vol 69 (1) ◽  
pp. 21
Author(s):  
Halyna A. Nazarenko ◽  
Tetiana K. Andriushchenko
Keyword(s):  
Information And Communication Technologies ◽  
Educational Institution ◽  
Preschool Education ◽  
Communication Technologies ◽  
Educational Process ◽  
Preschool Age ◽  
Teaching Staff ◽  
Significant Potential ◽  
Information And Communication

The article highlights the results of the research on information and communication technologies potential possibilities for preschool education quality improvement. During conceptual-diagnostical, organization-preparational, formational and test-generalizing stages of pedagogical experiment in educational establishments there were created necessary material-technical conditions for effective use of ICT in different spheres of preschool education. The research of pedagogical software required for qualified preschool education and other digital educational resources was carried out. It was provided teachers training to use ICT in organization of preschool education and in personal professional development, as well as created methodological support for the implementation of ICT in sphere of preschool education. It has been proved that the quality of preschool education characterizes both the educational process and its results, reflects the level of achieving the aim and tasks of education, upbringing and development of preschool age children and also the level of fulfillment of teachers’, children’s and their parents’ expectations from the use of ICT in the educational process at preschool educational establishments. This article ascertains a significant potential of ICT in the development of preschool teachers IC-competency, organization of education, upbringing and development of children of the upper preschool age, testifies to the importance of cooperation with parents of preschoolers. It presents the experience of using ICT as a didactic tool, which contributed to a more effective realization of the tasks of the main lines of education, which are defined as a basic component of preschool education: “Child’s personality”, “Child in the society”, “Child in the environment”, “Child in the world of culture”, “Child’s game”, “Child in sensory-cognitive space” and “Child’s speech”. The article reveals the significant potential of the use of information and communication technologies for raising the parental awareness about the quality of educational services in the preschool educational institution, as well as for establishing a partnership between the teaching staff and the parent community on all issues of preschool education.

scholarly journals The integration in educational system of children with disability - a philosophy and a legal obligation

2015 ◽  
Vol 3 (1) ◽  
pp. 66
Author(s):  
Entela HOXHAJ ◽  
Irma Baraku
Keyword(s):  
Special Needs ◽  
Social Inclusion ◽  
Educational Institution ◽  
Legal Framework ◽  
Educational Process ◽  
Vulnerable Groups ◽  
Educational Institutions ◽  
Children With Disability ◽  
The Social ◽  
The Creation

The increasing fisibility of the children with disability or special needs enhanced the debate and efforts for a new philosohy related to the treatment‎ of disability problematics in general and, especially, to their education. The concept of diasbility has evolved to a model of integration and social inclusion, especially the social ‎inclusion of children with disability in common schools‎. The law 'On the protection from discrimination' prohibits discrimination on grounds of disability, and refusal of registration in an educational institution because of this ground. Furthermore, this law provides the obligation of statal institutions to take positive measures to make possible the enhance of education of vulnerable groups, including children with disability or special needs. These provisions would lack if not accompanied with the creation of a legal framework that explicitly provide for this inclusion philosophy and create the proper mechanisms to make it applicable. It is evident the indispensability of a multi-dimensional treatment of this problematic, that requires also the collaboration of many actors.‎ ‎The innovative stands just in the creation of mechanisms that would make possible such an inclusion. This process requires directors of educational institutions and active and teachers, devoted on the integration of children with disability in every aspect of teaching and educational process.

scholarly journals The main directions of education development in the conditions of digitalization

2021 ◽  
Vol 273 ◽  
pp. 12056
Author(s):  
Alexandra Ulzytueva ◽  
Nina Vinogradova ◽  
Oyuna Ulzutueva
Keyword(s):  
Information Technologies ◽  
Educational Institution ◽  
Preschool Education ◽  
Legal Framework ◽  
Educational Environment ◽  
Education Development ◽  
Joint Activities ◽  
Information And Communication ◽  
The Creation ◽  
Construction Play

The article discusses the urgent problem of the education system - the preschool education development in the context of digitalization. The solution of this problem is facilitated by the creation of an information and educational environment, as well as the use of information and communication tools in communication, construction, play and other types of productive creative child activity. The authors of the article presented in detail four directions of the preschool education development in the context of digitalization: the creation of an information and educational environment (IEE) that meets the requirements of the harmonious holistic development of preschool children; ICT software assuring electromagnetic safety; introduction of new information technologies; formation of information competence in subjects of educational relations; and also gave an example of the use of these directions in the preschool educational institution (PEI) and the developed methodological sequence in the implementation of program content. The use of telecommunications, Intranet and Internet networks, telephone communications, etc. for the exchange of information brings variety to the joint activities of children and teachers. The authors of the article note that for the preschool education development in the context of digitalization, it is necessary to create in PEI a regulatory and legal framework, psychological and pedagogical conditions, a material and technical base, electronic educational resources, a criterion-diagnostic base, as well as to organize work with children, parents and teachers.

scholarly journals MODERN TRENDS OF ORGANIZING METHODOLOGICAL WORK IN PRESCHOOL EDUCATIONAL INSTITUTIONS

2021 ◽  
pp. 143-150
Author(s):  
Nelia Skrypnyk
Keyword(s):  
Professional Competence ◽  
Educational Institution ◽  
Preschool Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Theoretical Frameworks ◽  
Theoretical Approaches ◽  
The Social ◽  
Pedagogical Analysis

The article investigates theoretical frameworks of the organization of methodological work in educational institutions under the conditions of reformation and modernization of the Ukrainian education system.The author discusses how, a great deal of educational institutions, peculiarities of parents’ requests, and interaction with the social environment cause the need for teachers in the methodological assistance of experienced and competent professionals, in particular, the educator-methodologist. The necessity to re-orient methodological work to meet the modern needs of the education sector and requirements of the society is determined. The goal of the current work is to conduct a psychological and pedagogical analysis of theoretical approaches to understanding the content of methodological work, in preschool educational institutions, under the conditions of challenges and changes of the twenty-first century. The tasks of an educator-methodologist and conditions, which should be created in an educational institution in order to motivate teachers to develop their personality and creativity are illustrated by the author. Different aspects of organization of methodological work are introduced and analysed in the article. Generalization of the theoretical and practical studies on the problem enabled us to conclude that the methodological work in educational institutions is a unifying, managerial systemic activity of the educator-methodologist, which must meet the modern needs of the society. This systematic activity is composed of the following components: tasks, principles, approaches, forms and methods of work, means of influencing the subjects of the educational process. Thus, the article contextualizes the tasks and conditions of effective methodological work with the teaching staff, considering innovations in preschool education.The conducted study is not completed, and it is planned to study and develop specific functions, forms, methods and technologies of the educator-methodologist work in a modern preschool institution. Keywords: methodological work; preschool education; professional competence; conditions; tasks; innovations; reforms; teacher-methodologist; self-fulfilment.

scholarly journals МЕТОДОЛОГІЧНІ ПІДХОДИ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

2018 ◽  
Vol 66 (4) ◽  
pp. 24
Author(s):  
Svitlana I. Semchuk ◽  
Svitlana M. Gavriliuk ◽  
Olga H. Butenko
Keyword(s):  
Information And Communication Technologies ◽  
Educational Institution ◽  
Communication Competence ◽  
Preschool Education ◽  
Educational Process ◽  
Influential Factor ◽  
Integrative Approach ◽  
Communication Environment ◽  
Information And Communication ◽  
Higher Educational

The article substantiates the methodological approaches that reflect the interrelation and interconditionality of phenomena and processes of formation of the information and communication competence of future specialists in preschool education, namely: system- and activity-based, personally-oriented, integrative, environmental and competence-based. The authors have determined that the personally-oriented approach presupposes that each student must fulfill as much as possible all their individual traits in their diversity and uniqueness; the integrative approach contributes to overcoming the contradictions between the principle of unity of knowledge and its division into fundamental and special ones, as well as those between the ever-increasing amount of knowledge and the limited school time to learn it; the environmental approach promotes the creation of the informational and communication environment of a higher educational institution which influences the formation of informational and communication competence of future specialists in preschool education and is an influential factor for introducing the innovations in the educational process and gives students an opportunity to choose free the content and form of activity; the competence-based approach defines the ability of a future specialist in preschool education to apply the information and communication technologies in the educational process, use information, be flexible and adapt in a changing information space in accordance with their own needs and requirements of the modern society. It has been established that the process of formation of the information and communication competence of future specialists in preschool education is conditioned by a special organization of the teaching and educational process at a higher educational institution which ensures the unity, interrelation, consideration and development of the professional and information and communication components in future specialists in preschool education, with proper purposefulness, the relevant gradual organization and procedural and content-related support. The authors have also presented the definition of information and communication environment of a higher educational institution.

scholarly journals CONTENT AND DIRECTIONS OF ANTIBULING POLICY AT SCHOOL

2021 ◽  
Vol 7 (4) ◽  
pp. 18-27
Author(s):  
Yulia Udovenko ◽  
◽  
Evgeniya Gladyshko ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Educational Institution ◽  
Communication Technologies ◽  
Integrated Approach ◽  
Educational Process ◽  
Point Of View ◽  
Bullying Policy ◽  
Official Position ◽  
Foreign Countries ◽  
Information And Communication

The article is devoted to the problem of bullying and anti-bullying policy in school institutions. The problem of bullying, from a scientific point of view, began to be studied at the end of the 20th century. Today, this issue is covered in all laws and programs related to ensuring a safe educational environment for participants in the educational process. Bullying, as a social and pedagogical problem, has been actively studied since the beginning of the development of information and communication technologies, which contributed to the rapid dissemination of not only verbal, but also media information: photo and video facts about manifestations of bullying between children. The article presents the results of the research "Unicef", "La Strada-Ukraine", which indicate the prevalence of the phenomenon of bullying among children. The essence of the concept of "bullying" is revealed, as well as categories that are close in meaning: "violence", "aggression", "bullying", "bullying", "conflict". The structural components of the roles of the bullying process are described: initiators or offenders, helpers of offenders, defenders of the victim, victims and observers. The article provides data on anti-bulging programs in foreign countries and focuses on the problem of anti-bulging policy in educational institutions of our country. Three main approaches that make up the anti-bullying policy of schools are analyzed: disciplinary, restorative and an integrated approach, which is implemented using two directions: managerial and educational. The directions of anti-bullying policy at school are presented, namely managerial and educational. The managerial direction is organized and implemented by the head of the educational institution. The constituent components of activities in this area are an analysis of the current situation in an educational institution, the development of an official position of the institution regarding bullying and informing all participants in the educational process about it, the development of rules of conduct for all participants in the educational process and informing about them, defining the responsibilities and responsibilities of participants educational process in relation to the rules of safe behavior in an educational institution, instructing employees, students and parents. Whereas the educational direction is characterized by informing, explaining, developing the skills of tolerance and non-violent communication of all participants in the educational process.

scholarly journals ОРГАНИЗАЦИЯ И СТАНОВЛЕНИЕ ОРЕНБУРГСКОГО ИНСТИТУТА НАРОДНОГО ОБРАЗОВАНИЯ В 1919-1921 гг.

2020 ◽  
Vol 2 (4) ◽  
pp. 29-35
Author(s):  
S.V. Lyubichankovskiy ◽  
Keyword(s):  
Public Education ◽  
Educational Institution ◽  
The State ◽  
Educational Process ◽  
Material Base ◽  
Orenburg Region ◽  
Archival Documents ◽  
The Creation ◽  
Higher Educational ◽  
State Archives

On the basis of archival documents extracted from the funds of the State Archives of the Orenburg Region, the article reconstructs the process of organizing a new higher educational institution of pedagogical profi le in Orenburg - the Institute of Public Education. The fi rst stage of its development (1919-1921), associated with the formation of this educational institution, the creation of its material base, the formation of the staff and the structure of the educational process, is considered.

scholarly journals MAIN PROBLEMS OF TRANSITION OF UNIVERSITIES TO REMOTE LEARNING UNDER MODERN CONDITIONS OF FUNCTIONING

2020 ◽  
pp. 52-57
Author(s):  
Т. Р. Магомаев
Keyword(s):  
Distance Learning ◽  
Negative Impact ◽  
Educational Institution ◽  
Educational Process ◽  
High Quality ◽  
Higher Education System ◽  
Professional Activities ◽  
Wide Range ◽  
Information And Communication ◽  
The Moment

В современных условиях функционирования системы высшего образования целью внедрения дистанционного обучения является организация качественного учебно-воспитательного процесса «на расстоянии» с использованием новейших информационно-коммуникационных средств и открытым доступом к образовательным ресурсам. Именно такая форма обучения может быстро адаптироваться к требованиям информационного общества и подготовить будущего специалиста к вызовам цифровой среды. В сочетании с традиционными формами, дистанционное образование в высшем учебном заведении может предоставить широкий спектр образовательных услуг как для абитуриентов и студентов для приобретения необходимых навыков и умений для будущей профессиональной деятельности, так и для преподавателей с целью повышения квалификации. На данный момент основными проблемами внедрения качественного свободного образовательного пространства является отсутствие технической и финансовой поддержки, законодательной основы дистанционного обучения, и это является ведущим фактором сдерживания развития технологий в вузе. Отсутствуют специально подготовленные к работе в дистанционном режиме квалифицированные преподаватели. Однако, учитывая готовность вузов осуществлять обучение преподавателей для работы в дистанционном режиме, негативное влияние этого фактора в ближайшее время может быть устранено. При условии решения вышеописанных проблем будет создано эффективное дистанционное обучение, которое всесторонне раскроет потенциал студента, учитывая как индивидуальные, так и общечеловеческие потребности. In modern conditions of functioning of the higher education system, the goal of introducing distance learning is to organize a high-quality educational process “at a distance” using the latest information and communication tools and open access to educational resources. It is this form of training that can quickly adapt to the requirements of the information society and prepare the future specialist for the challenges of the digital environment. In combination with traditional forms, distance education in a higher educational institution can provide a wide range of educational services for both applicants and students to acquire the necessary skills for future professional activities, and for teachers to improve their skills. At the moment, the main problems in introducing high-quality free educational space is the lack of technical and financial support, the legislative basis of distance learning, and this is a leading factor in curbing the development of technology at the university. There are no qualified teachers specially prepared for working in remote mode. However, given the willingness of universities to train teachers to work remotely, the negative impact of this factor in the near future can be eliminated. Subject to the solution of the above problems, an effective distance learning will be created that will comprehensively reveal the student’s potential, taking into account both individual and universal needs.

Youth empowerment through the creation of i-docs: Educational and social impacts

2020 ◽  
Vol 12 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Manel Jiménez-Morales ◽  
Marta Lopera-Mármol ◽  
Alan Salvadó Romero
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Life Story ◽  
Educational Process ◽  
Maturation Stage ◽  
Youth Empowerment ◽  
Dual Purpose ◽  
Information And Communication ◽  
The Creation ◽  
The University

Information and Communication Technology (ICT) are key elements in the educational process of teens. Consequently, efforts should be made to integrate ICT into educational plans and policies. Based on this premise, HEBE has been launched – a study on youth empowerment that was funded by the Spanish Ministry of Economy and Competitiveness and carried out by five universities: the University of Girona, the Autonomous University of Madrid, the Autonomous University of Barcelona, the University of Barcelona and Pompeu Fabra University. The project, based on media literacy and transmedia skills, involves the creation of an interactive documentary (i-doc). The HEBE i-doc: digital prints relates the experiences and reflections during the maturation stage of six youngsters with different cultural, educational, family and social backgrounds and profiles. This exploration was carried out through their own audio-visual creations, in a life story format. The i-doc has the dual purpose of (1) devising a methodology based on digital ethnography, and (2) creating an interactive platform for sharing experiences and promoting the visibility of these issues via citizen science.

Features and capabilities of psycho-pedagogical support of pre-school age children in an educational institution

2016 ◽  
Vol 1 (1) ◽  
pp. 9-9
Author(s):  
Короткая ◽  
Natalya Korotkaya
Keyword(s):  
Educational Institution ◽  
Educational Process ◽  
Social Needs ◽  
School Age Children ◽  
Modern World ◽  
Federal State ◽  
School Age ◽  
Educational Standards ◽  
The Social ◽  
State Educational

The article is devoted to psychological and pedagogical support of the educational process in the children´s educational institution, based on the formation of professional skills of teachers, psychological culture of their parents, in turn, versatile, fully develop the child forms in his capacity to a level corresponding to the age peculiarities and requirements of the modern world. The main result of the activities of the psycho-pedagogical support preschool, which is consistent with both the social needs of the population and the requirements of the federal state educational standards, is an adaptation of children at all levels of training to the rapidly changing life of society, to ensure the organization of educational process aimed at constructive formation of the child´s personality.

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