scholarly journals Non-Formal Education of Children and Young People by Physical Activity

2020 ◽  
Vol 1 (15) ◽  
Author(s):  
Alma Paškevičė ◽  
Jūratė Požėrienė
Keyword(s):  
Physical Activity ◽  
Young People ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
The Body ◽  
Children And Youth ◽  
Refugee Children ◽  
Children And Young People ◽  
External Motivation

Research background. Physical activity is considered to be one of the most important opportunities for the realization of non-formal education, considering the groups of the most vulnerable persons, i.e. refugee children and young people. Physical activity and sport shape the development of human mobility and at the same time develop and strengthen all systems of the body. So the question arises, how does the development of personality occurs in the process of non-formal education? How is physical activity recognized through internal and external training / motivation factors? The above-mentioned aspects form the basis for the scientific problem of this study. The article analyses the contextualization of non-formal education development, deepens the basis of internal and external motivation in order to reveal informal education of refugee children and youth through physical activity.The aim was to analyse the non-formal education of refugee children and youth through physical activity.Method. The method of scientific literature analysis was used in the study.Results and conclusions. When analysing the development of personality in the process of non-formal education, the conclusion is that non-formal education has its own origins and history, in which a flexible curriculum is suitable and freely available to such a target group as refugees. There is also a factor of internal and external motivation in the educational process, which could address the shortcomings of teaching / learning motivation, the difficulties of social adaptation, which is important in the analysis of non-formal education of refugees.Keywords: non-formal education, refugees, physical activity, children and youth. 

scholarly journals Children and Youth Interest Education Establishment as Non-Formal Educational Environment in Latvia

2015 ◽  
Vol 2 ◽  
pp. 219
Author(s):  
Benita Svareniece ◽  
Irēna Katane
Keyword(s):  
Young People ◽  
Empirical Research ◽  
Personal Experience ◽  
Formal Education ◽  
Wide Spectrum ◽  
Children And Youth ◽  
Educational Institutions ◽  
Children And Young People ◽  
Total Environment

<p class="Atext"><em>These days sustainability of education becomes more actual the guarantor of which appears to be the availability and multiplicity of education for every human being during the lifetime where the non-formal education takes a significant place. The aim of the article is to update the role of the interest education of children and young people in the context of life-long education when publishing the results of the completed theoretical and empirical research in the sphere of the non-formal education. The empirical research ’Interest education in Latvia and the role of the institutions of interest education’ has been accomplished within the frameworks of the working group of the constructive board of headmasters of the interest educational institutions of Latvia. The results of the survey of the children and young people acknowledge that there is a wide spectrum of motives of choosing the interest education. The choice and popularity of the programmes of the interest education have been defined by several groups of factors. It is important to offer possibilities to attend different interest groups both in the country and in towns thus gaining new out-of –school experience that can further largely result on choosing the career objectives. Both –the researches and the personal experience of the author affirm that the centres of the interest education of the children and youth are the sub-systems of multifunctional environment of the non-formal education in the total environment of the education of Latvia.</em></p>

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals Inclusion, Diversity, Equality in Non-Formal Education through the Optic of Youth and Youth Workers

2018 ◽  
Vol 8 (3) ◽  
pp. 94-108
Author(s):  
Martin Brestovanský ◽  
Janette Gubricová ◽  
Kristína Liberčanová ◽  
Naďa Bizová ◽  
Zuzana Geršicová
Keyword(s):  
Young People ◽  
Informal Education ◽  
Formal Education ◽  
Leisure Activities ◽  
Data Gathering ◽  
Point Of View ◽  
Youth Workers ◽  
Youth Organizations ◽  
The Social ◽  
Group Members

AbstractIntroduction: The aim of the study was to find out what is the understanding of relatively new terms coming into the cultures of Middle-European countries – inclusion, diversity, and equality (hereinafter referred to as IDE) – from the point of view of young people (n=30) and youth workers (n=16) in Slovakia.Methods: For data gathering, we used a method of focus groups (4 meetings). Data analysis was based on three criteria: consistency in understanding the terms, an overview of types of obstacles that keep young people from self-realisation and an explicit or implicit expression of understanding the basic principles of inclusion in education. The content of IDE terms was mostly from the area of the social field. The term diversity was closely explained in the psychological-personal fields.Results: The most frequent obstacles for applying IDE approaches were seen in the social, health and religious spheres. From the pedagogical and methodological point of view, the problem is also in the difficulty of preparing the projects based on the principles of IDE while the youth workers proclaim autonomy in solutions and do not trust the possibilities of using general methods because of specific need resulting from the specific context of their work. Also, they proclaim natural applying of the IDE principles and the existence of specific needs in the informal education does not represent any problem for the inclusion of the group members in the activities of the organisation.Limitations: Work with youth is very varied. Performs in different areas of life and also involves working with different groups of young people. The selected research sample consists of youth and youth workers who are only a partial sample of the sample. It is assumed that in a larger group of respondents (both youth workers and youths themselves), respondents' views may differ somewhat in some of the areas studied.Conclusions: This research provides information on understanding, implementation and obstacles to applying the principles of inclusion, equality and diversity in practice. We believe that the information we receive is very valuable as it opens the imaginative door to the specific kitchens of individual youth organizations where these principles are directly implemented. They show their nature of application in practice, they suggest some risks, as well as a certain bias towards the application of the terms emerging (probably?) from theory. As can be seen from the results of our research, the emergence of specific needs in non-formal education in practice does not pose a problem in the inclusion of group members in leisure activities.

scholarly journals Youth in View of the Issue of School Violence

2018 ◽  
Vol 14 (8) ◽  
pp. 70
Author(s):  
Malgorzata Dubis ◽  
Jolanta Karbowniczek
Keyword(s):  
Young People ◽  
School Violence ◽  
Social Life ◽  
Educational Process ◽  
Modern World ◽  
Teaching Staff ◽  
Educational Values ◽  
Children And Young People ◽  
Mutual Help ◽  
Almost All

Violence and aggression has become common phenomena in modern world, they include almost all fields of social life. The reflection of problems the society copes with, is visible in the way of perceiving the educational values by pupils and their behaviour at school. The nature of the educational process organised by school is mainly the interactions among teachers and pupils and pupils themselves. They are not always the best. The anxiety among guidance counsellors and psychologists raises the fact that the cooperation rule and mutual help are replaced by the rule of dominance, extortion and force. The cases of ignoring the teacher's orders are more and more common, lack of respect towards the teaching staff, humiliating adults and vandalism. Pupils battle against teachers and peers too. The school hall is a kind of arena of undesirable behaviours. Therefore, the school as an institution in which children and young people spend 1/3 of their time during the day, should not only deal with teaching but take an active part in the implementation of activities in the field of broadly understood prevention and upbringing. Therefore there are challenges in front of the school aiming at stopping, limiting or even eliminating negative behaviours from children's and teenagers' lives.

scholarly journals SPECIAL ASPECTS OF THE EFFICIENT DAILY ROUTINE OF STUDENTS AT MODERN EDUCATIONAL ESTABLISHMENTS OF DIFFERENT TYPES

2020 ◽  
Vol 73 (7) ◽  
pp. 1516-1520
Author(s):  
Oksana V. Tymoshchuk ◽  
Oksana Y. Zhurakivska ◽  
Volodymyr V. Derpak ◽  
Iryna O. Kostitska ◽  
Iryna T. Tokar
Keyword(s):  
Young People ◽  
The State ◽  
Educational Process ◽  
The Body ◽  
Educational Institutions ◽  
Daily Routine ◽  
Health State ◽  
Functional Capabilities ◽  
Different Types ◽  
Educational Conditions

The aim of study is special aspects of the efficient daily routine of students at modern educational institutions of different types, and its influence on psychophysical functions, adaptive abilities, the quality of life as well as the state of mental and somatic health of the youngsters. Materials and methods: While studying special aspects of the daily routine of students at modern educational institutions and their influence on the state of physical and mental health, the young people were observed in five modern educational establishments in Ivano-Frankivsk: Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk Finance Commercial Cooperative College named after S.Granat, Ivano-Frankivsk music school named after Denis Sichinskiy, Ivano-Frankivsk Vocational Motor Transport and Construction Lyceum № 15, Ivano-Frankivsk boarding lyceum for gifted young people from rural areas. 300 students were observed (150 female students and 150 male students). The study analyzed their educational conditions, daily routine tension, and activities during breaks, special aspects of leisure arrangements, amount of time spent on homework, subjective assessment of the level of tension of the educational process, and their projected influence on the health state of students by using static models. Results: Received results of the assessment of sanitary and hygienic conditions under which training takes place at modern educational institutions of different types, as well as conditions of after school activities of the students, by applying common methods to evaluate illumination level, microclimate, and air quality have revealed that the youngsters’ conditions at modern educational institutions are marked by absence of significant deviations from common hygienic requirements, they are similar and easily comparable and that enables defensibly and illuminatively to identify main features of influence of the different psychohygienic methods on the development of health maintaining tools and the establishment of features of the formation of functional capabilities and the basic correlates of mental and physical health. Conclusions: The educational conditions of young people in modern educational establishments can be described as not having considerable deviations from common hygienic requirements, being easily comparable and enabling to identify main influence factors of different types of psychohygienic methods of developing and implementing of healthmaintaining tools on the course of formation of the functional capabilities of the body and the development of the main adaptation reactions in young males and females.

scholarly journals MAINTAINING CHILDREN'S MENTAL HEALTH IN THE RISKS OF THE 21st CENTURY

2020 ◽  
Vol 14 (2) ◽  
pp. 84-86
Author(s):  
Sergii Boltivets
Keyword(s):  
Mental Health ◽  
Young People ◽  
Social World ◽  
Young Person ◽  
Children And Youth ◽  
Future Generations ◽  
Children And Young People ◽  
Living Things ◽  
The Social ◽  
Mental Abilities

Among the threats and dangers of the future, our duty to the younger and future generations is to develop the instincts, feelings and self-preservation of children and young people, who by their very birth suffer from inventions, conflicts and crises inherited by all previous older generations. The dominants of future self-preservation are in the mental development of children and youth, the main of which we consider mental abilities, development of feelings and especially - a sense of empathy for all living things, as well as - the imagination of every child and young person. her own life and the lives of others. Our common methodology should be to understand that the social world is not simplified, but complicated, and we have a duty to prepare our children and young people to solve these complications.

Sign in / Sign up

Export Citation Format

Share Document