scholarly journals COOPERATION BETWEEN PRESCHOOL EDUCATIONAL INSTITUTIONS AND FAMILIES IN THE PROCESS OF FORMING PRESCHOOL CHILDREN’S IDEAS ABOUT PROFESSIONS

2021 ◽  
pp. 27-31
Author(s):  
N. KOVALEVSKA
Keyword(s):  
Instant Messaging ◽  
Preschool Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Pedagogical Skills ◽  
Third Stage ◽  
Teacher Needs ◽  
Technology Educators ◽  
Networking Technology ◽  
E Mail

The article reveals the peculiarities of forming preschool children’s ideas about professions in the process of interaction of educators of preschool education institutions with families. The modern scientists’ research analysis gives the chance to emphasize that a kindergarten teacher needs to constantly improve the level of the pedagogical skill and to carry out a creative search of methods and forms of families’ involvement in the educational process of preschool institutions.Peculiarities of realization of modern forms of interaction of preschool educational institutions teachers with families in the process of formation of ideas about professions are covered. Various methods and forms of pedagogical education and cooperation with parents are considered, namely traditional one, which are widely and long used in the practice of preschool educational institutions, and innovative, non-traditional one.It is determined that during the formation of ideas about the profession it is necessary to follow the stages in working with parents. At the first stage, parents acquire theoretical knowledge. At the second stage, the objectives are to form parents’ pedagogical skills and abilities, to provide actualization of a family’s pedagogical potential, to help parents in education, training, and development of the child by disclosure of the maintenance, forms, methods, means of training and education. At the third stage, the analysis of efficiency of the offered system of interaction of preschool educational institutions with a family is provided.The implementation of traditional and non-traditional forms of interaction, in particular modern ICT technologies, is characterized. There is networking technology (feedback technology); educators’ personal blogs about the organization of the community of users (members of the children’s family), dissemination of educational information for children through social networks (the Facebook, the Instagram); instant messaging (Viber, WhatsApp, Skype, ICQ, Telegram); sms-mailings for informing about a certain event (for example, about the planned event) of those parents who do not have access to e-mail; online meetings of the parent committee (family club, parent conference) in the format of a Zoom conference.The effectiveness of non-traditional forms of interaction is determined. They are the following: weekend excursions, excursions into the profession during which preschool children get acquainted with new professions.

CHILD DEVELOPMENT OPPORTUNITIES IN PRESCHOOL PEDAGOGICAL EDUCATIONAL PROCESS

2015 ◽  
pp. 33
Author(s):  
Anna Līduma
Keyword(s):  
Child Development ◽  
Preschool Education ◽  
Further Education ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Health Staff ◽  
Educational Work ◽  
Education Development ◽  
Insight Into

The article analyzes the preschool educational work. The preschool education dynamics in 5 – 7 olds‟ compulsory preparation opportunities for school in preschool institutions and schools are compared. The opportunities of the holistic child development facilitation at the preschool educational institutions and in the preschool classes at the interests education institutions are characterized. An insight into development of the preschool education content is provided. Responsibility for the child readiness for school by teachers, parents and medical health staff is focused on. An insight into the preschool pedagogical process at x primary school is provided. The necessity for balance in theory and practice is pointed out for the accomplishment of mobile work at teachers‟ further education development at preschool. Conclusion is drawn that the adult support is significant in promotion of the child development

Health-Saving Technologies at a Preschool Institution

10.12737/4671 ◽  
2014 ◽  
Vol 3 (3) ◽  
pp. 52-53
Author(s):  
Алиева ◽  
S. Alieva
Keyword(s):  
Preschool Education ◽  
Good Health ◽  
Kindergarten Teachers ◽  
Educational Process ◽  
Educational Institutions ◽  
Important Goal ◽  
Teachers And Parents

Good health and health conservation are among the most actual issues as of today. Health-saving technologies designed for preschool educational institutions are aimed to achieve the most important goal of preschool education — to conserve, promote and enhance health of kindergarten educational process subjects: the children themselves, as well as kindergarten teachers and parents.

scholarly journals Introduction of means of rhythmic gymnastics in the process of Physical Education at the institutions of preschool education in order to form the movements culture in children of senior preschool age

2021 ◽  
pp. 18-23
Author(s):  
Lilia Gonchar
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Educational Programs ◽  
Educational Process ◽  
Preschool Age ◽  
Educational Institutions ◽  
Head Turn ◽  
Internet Resources ◽  
Rhythmic Gymnastics ◽  
Research Analysis

It’s a well- known fact that beautiful and correct movements are formed in the young age. In the future on this basis it will be easy to master more complex movements and actions, including sports. Purpose of the research. On the ground of analyzed literature we are to determine the means of rhythmic gymnastics, which are aimed at the formation of movements culture and to develop the program of PT classes of 5-6 years old children in conditions of institutions of preschool education of Ukraine. Methods of the research: analysis of scientific and methodical literature, Internet resources and educational programs, and pedagogical supervision of the educational process in several preschool educational establishments and in the sport school of Olympic reserve in rhythmic gymnastics. The research results. We analyzed 6 kindergarten programs. One of the tasks is the development of the ability to correctly use the acquired motor experience in independent motor activity. In our opinion, it is the means of rhythmic gymnastics that will be effective for solving this problem. Among the variety of means of rhythmic gymnastics we offer to identify basic and auxiliary ones, as the most effective for the formation of movements culture of preschool children in conditions of preschool education. Music and motor games improve the emotional background of the lesson, aesthetic behavior of preschoolers and creative skills. Summary. So Rhythmic gymnastics exercises is a universal means for forming the culture of movements of preschoolers because this sport has aesthetic and technical components of performing exercises, namely beautiful posture, beautiful head turn, and the ability to perform movements together and gently. Prospects for further research. To develop a set of exercises for the formation of a "culture of movements" for senior preschool children with the use of means of artistic gymnastics in the conditions of preschool educational institutions.

scholarly journals PREPARATION OF FUTURE TEACHERS FOR USING MEDIA SPACE IN THE EDUCATIONAL PROCESS OF PRESCHOOL EDUCATION INSTITUTION

2021 ◽  
pp. 89-93
Author(s):  
T. Ponomarenko ◽  
O. Kuzina
Keyword(s):  
Professional Training ◽  
Preschool Education ◽  
Social Institutions ◽  
Education Institution ◽  
Educational Process ◽  
Future Teachers ◽  
Pedagogical Training ◽  
Media Space ◽  
The Media ◽  
E Mail

The study identifies the relevance of effective professional training of future teachers in the field of preschool education, in particular, the preparation for using media space in the educational process of preschool education institution. The content of one of the main concepts of the study — “media space”, which is defined by us as the space of a set of individual, collective entities, social institutions in the production, existence, circulation of audiovisual (electronic) information, is clarified. Modern media space includes television (terrestrial, cable, satellite, etc.), radio, printed media, movies and videos, DVDs, CD-ROMs, e-mail, computer channels and the Internet. The content of the basic concept of the study “readiness of teachers for using the media space in the educational process of preschool education institution”, which we consider as a holistic integrative, rather embedded in content personality quality, which is a set of values, motives, knowledge, skills, personal professional qualities that determine the effectiveness of the use of media space in the educational process of preschool education institution. The peculiarities of the organization of media space in the conditions of preschool education institution are outlined. On the basis of the analysis of curricula and work programs of educational disciplines of a number of Ukrainian universities, the state of formation of researched readiness of future teachers in the field of preschool education in the conditions of university pedagogical training is investigated. Based on the analysis of the educational activities of teachers of preschool education, the features of their readiness regarding the use of media space in the educational process of preschool education have been studied. The need for further improvement of the educational process to form the readiness of future teachers to use the media space in the educational process of preschool education institution and optimize their independent activities in order to effectively develop the studied professional quality.

scholarly journals SYNCHRONIZATION OF COMPETENCIES OF PRESCHOOL AND PRIMARY EDUCATION AS A REQUIREMENT OF NOWADAYS

2021 ◽  
pp. 473-476
Author(s):  
Oksana Yastrub
Keyword(s):  
Primary School ◽  
Primary Education ◽  
State Standard ◽  
Preschool Education ◽  
The State ◽  
Educational Process ◽  
Basic Component ◽  
Educational Institutions ◽  
Normative Documents ◽  
Preschool Period

The relevance of the study is due to the priority of the principles of continuity and prospects of modern education, compliance with which will ensure the holistic formation of personality during all years of study in educational institutions. Maintaining continuity with the preschool period of childhood, primary school ensures the further development of the child's personality, its physical, intellectual, social development; forms the value attitude to the state, native land, Ukrainian culture, health, ability to creative expression, critical thinking and more. Emphasis is placed on the need to synchronize the basic provisions of preschool and primary education, as bringing the content, forms and methods of formation of preschoolers' competencies in line with the requirements for personality set by the reform of the New Ukrainian School. The purpose of the article is to determine the main aspects of synchronization of preschool education with primary for the holistic formation of the child's competencies. In the process of scientific research methods of analysis, synthesis, generalization, systematization, inferences and comparisons were used to determine the main competencies and their synchronization with such normative documents as the Basic component of preschool education and the State standard of primary education. The competencies defined by the Basic component of preschool education and the State standard of primary education, built in accordance with the requirements of the Concept of the new Ukrainian school, have been synchronized. In the process of comparative analysis it was noted that each of the competencies of the Basic component of preschool education is defined by the competence in the State standard of primary school, which characterizes the continuity and prospects of preschool and primary education. Since the leading activity in preschool is play, the basic component is the formation of game competence, and in the primary school the educational process is built through play.

Modern technologies of preschool education

2020 ◽  
Author(s):  
Elena Andrianova ◽  
Mariya Bogomolova ◽  
Anna Grishina ◽  
Larisa Dormidontova ◽  
Larisa Zaharova ◽  
...  
Keyword(s):  
Preschool Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Federal State ◽  
Study Guide ◽  
Educational Standards ◽  
Educational Organizations ◽  
Ulyanovsk Region ◽  
State Educational ◽  
Modern Technologies

Study guide tailored to the needs identified in the GEF PRIOR to the organization of educational process in preschool educational organizations, and areas of development and education of the child. Used experience pre-school educational institutions of Ulyanovsk, Ulyanovsk region, operating in the mode of innovation. Meets the requirements of Federal state educational standards of higher education of the last generation. For bachelors of higher educational institutions enrolled in the profile "Primary education" and educators of preschool organizations.

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 Methodical guidelines for the use of ICT in teaching contemporary vocals in children schools of art

2018 ◽  
Vol 6 (4) ◽  
pp. 19-36
Author(s):  
Tetiana Kulaha
Keyword(s):  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Instant Messaging ◽  
Video Camera ◽  
Educational Process ◽  
Educational Institutions ◽  
Free Access ◽  
Video Content ◽  
Monitoring Methods ◽  
3D Technology

The article states that the reform of contemporary vocal education based on the principles of civilization integration of different, sometimes quite distant from each other, musical cultures, traditions and practices on the one hand, and the necessity for free access to the world vocal-performing and vocal-pedagogical experience on the other. In this regard, information and communication technologies (ICT) are becoming one of the most effective components of the educational process in primary specialized artistic educational institutions in the context of non-classical contemporary vocal. In the article, this issue is considered from the attitude of activity and culture appropriate approaches to learning. Based on the analysis of scientific and pedagogical sources on contemporary vocal pedagogy in the context of the use of ICT, the following methods and their respective means are separated: the methods of familiarization (3D technology, animation technology, audiovisual ICT); methods of work on vocal techniques (audio, visual and audiovisual ICT, computer, synthesizers, dictaphone, etc.); methods of work on the features of musical language and improvisation (audio, visual and audiovisual ICT, computer, video content, synthesizers, iReal-Pro, etc.); methods of preparing vocal repertoire (software for downloading, editing and storing information, notes and audio editors, etc.); methods of preparation and implementation of public performance (3D technology, animation technology, graphic and audio editors, video camera, voice recorder, dictaphone, video content, computer, mobile devices, etc.); methods of communication (computer, mobile devices, e-mail, instant messaging technology, social networks, messengers, video and audio conferencing systems, Internet, etc.), monitoring methods (video camera, dictaphone, memory cards and storage devices, etc.) The conclusions state that the methodological findings regarding the use of ICT in teaching of contemporary vocal are fragmented and do not constitute systematic methodological knowledge, what actualizes the problem of further research on the use of ICT and protection from artificial intelligence threats in the process of formation a contemporary non-classical vocal-performing thesaurus at pupils of specialized art educational institutions and institutions of non-formal art education.

scholarly journals Formation of the future preschool educators’ information culture

2019 ◽  
Vol 65 (2) ◽  
pp. 177-182
Author(s):  
Natalia Lystopad
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Preschool Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Necessary Condition ◽  
Information Culture ◽  
Proficiency Levels ◽  
The Future ◽  
Preschool Educators

The article deals with the problem regarding the formation of the future preschool educators’ information culture. It is substantiated that the information culture is a necessary condition for the modern education and subsequent successful professional activity of an educator in preschool educational institutions. It has been proved that under conditions of widespread use of modern information and communication technologies in the educational process of preschool educational institutions, the requirements to the future educators’ professional training are greatly expanded, and therefore the need to form the preschool educators’ information culture is originated from the real needs of renewing the preschool education system. The essence of the notion «preschool educator’s information culture» has been considered. It has been proved that the information culture of the future educator of a preschool educational institution is a qualitatively new form of the educator’s mental activity organization based on the use of information tools, which allows improving professional activities in preschool educational institutions. It has been substantiated that the definition of the «information culture» is multidimensional and diverse and is considered as a special type, as a subsystem of the preschool educator’s professional culture. The structure of the educator’s information culture is a synthesis of structural components (cognitive, axiological, behavioural) ensuring in their interaction the integrity and functioning of this type of culture. The necessity to develop the designated culture has been scientifically grounded and the formation peculiarities of the future preschool educators’ information culture have been revealed. The methodology aimed at forming future educators’ information culture while studying «Introduction to the specialty and basics of Pedagogy», «Preschool Pedagogy and the History of Preschool Pedagogy», «New information technologies in Preschool Education», «Computer technologies used in the work with children», professional methods, the bachelor curriculum in the specialty 012 Pre-school education has been proposed. The proficiency indicators of the educator’s information culture have been determined. The proficiency (development) levels of the future educators’ information culture have been specified: sufficient, intermediate, low. The tools and methods for diagnosing the proficiency levels of the future preschool educators’ information culture have been proposed. The results of diagnosing the proficiency levels of the future preschool educators’ information culture have been presented. The analysis of the experimental work shows the effectiveness of the developed methodology aimed at the formation of the future educators’ information culture according to all the selected components.

scholarly journals METHODOLOGICAL APPROACHES AND DIDACTIC COMPETENCE OF MODERN TEACHER OF PHYSICS IN THE CONTEXT OF INTEGRATION EDUCATIONAL PROCESSES

2020 ◽  
Vol 1 (191) ◽  
pp. 16-20
Author(s):  
Iryna Kozlovska ◽  
◽  
Magdalena Opachko ◽  
Iryna Zinchuk ◽  
◽  
...  
Keyword(s):  
Personality Development ◽  
Educational Process ◽  
Educational Institutions ◽  
Integrative Approach ◽  
Professional Activity ◽  
Educational Processes ◽  
Complex Process ◽  
Pedagogical Skills ◽  
Methodological Approaches ◽  
The Relationship

The article highlights a new understanding of a role and place of teachers in the educational process, where learning management is seen as a complex process that takes into account the heterogeneity of the learning environment and the ambiguity of didactic interaction. The analysis of the basics of teaching physics at school made it possible to identify its main functions aimed at developing of students’ knowledge and mental activity. It is shown that in the process of students’ mastering the content of didactic management, the methodological competence of a teacher of physics is improved. The use of methodological approaches in a teacher of physics’ didactic competence formation is substantiated (the competence approach made it possible to reveal the structure of competence, determine the relationship with the concepts of methodological, didactic, psychological-pedagogical, technological, information-communicative competence and present its structure in the system of competences of teachers of physics aiming at revealingits systematic nature and self-sufficient essence; a systematic approach to teacher training in didactic management made it possible to present the training process as a system aimed at preparing teachers to manage the teaching of physics and personality development in learning: an integrative approach based on the unity of theoretical and practical components in future teacher readiness, a harmonious combination of knowledge from different cycles of training and focus on the integrative nature of training results;a praxeological approach focuses on the development of such components of pedagogical skills as methodical, communicative, psychodidactic, technological, managerial, etc.). The didactic aspects of the professional activity of a teacher of physics in different types of educational institutions have been analyzed, the dominance of the subject approach to the content of knowledge and violation of a number of didactic principles, including purposefulness and motivation of learning, has been revealed. The basic provisions of a course of physics introduction in a vocational school have been determined. Five stages of sequential implementation of the integrative approach in the educational and cognitive process of a teacher of physics have been identified and described. Conclusions,regarding the expediency of a teacher of physics’ didactic competence developing on the basis of leading methodological approaches, have been made.

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