scholarly journals Implementation of The Technology: “Pedagogical Partnership of Pre-School and Primary Stages of Education”

2019 ◽  
Vol 9 (1) ◽  
pp. 4556-4560 ◽  
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Institution ◽  
Social Institutions ◽  
Educational Process ◽  
Diagnostic Methods ◽  
Individual Development ◽  
Experimental Methodology ◽  
School Teachers ◽  
Primary School Teachers

The main priority of modern pre-school education is to ensure the self-identification of individual, the spiritual formation of children, the interaction between family and social institutions. Continuity of education is recognized as its guiding principle, which is ensured through continuity of the contents and coordination of educational activities at different levels of education. “Continuity” as a pedagogical category is the interconnection of various stages of development, the essence of which is to restore and preserve at the new stage the elements and characteristics of the previous ones. The pedagogical condition for the implementation of the principle of continuity of pre-school and primary stages of education is the technology of partner cooperation between the educators of pre-school educational institutions and primary school teachers. Pedagogical partnership is a process of joint activity of a teacher-educator, pupils, parents, and teachers of primary school aimed at prevision of the result of educational and cognitive activity; it serves the interests of all parties and contributes to the needs of senior pre-school children; planning, control, correction and coordination of activities of educators and administration of a pre-school educational institution; primary school teachers and administration of secondary schools; the emergence of interpersonal relationships for the purpose of lytic transition and preparation of children of senior pre-school age for schooling. Due to the effective implementation of the principle of continuity of pre-school and primary education by means of pedagogical partnership, the processes of individual development of personality of a senior pre-school child, as well as gradual inclusion of a child in the system of personal and public relations, individual socialization, and the formation of life competence of preschoolers take place [1]-[3]. The purpose of the research is to substantiate the technology of pedagogical partnership between pre-school and primary stages of education in order to ensure the principle of continuity and also ensure the transition of senior pre-school children to the first-year educational process. To achieve the purpose of the research, the following tasks were set: 1. To reveal the essence and structure of the concept of “pedagogical partnership between pre-school and primary stages of education”; to clarify the concept of “interaction”, “pedagogical interaction” in the context of the initiated research. 2. To investigate the experimental methodology of the technology of pedagogical partnership of pre-school and primary stages of education. A set of research methods was used in order to solve the set tasks, including: theoretical methods: the definition of the conceptual and categorical apparatus of the research; empirical methods: diagnostic methods (questionnaire, polling, testing), pedagogical experiment (ascertaining, formation and control stages); determination of the levels of pedagogical partnership; observational methods (supervision, method of self-evaluation).

scholarly journals THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

2017 ◽  
Vol 2 ◽  
pp. 265 ◽  
Author(s):  
Victoria Guseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Learning Activities ◽  
Primary School Children ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Primary School Teachers ◽  
Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

scholarly journals USING WEB QUEST TECHLOGIES IN FUTURE PRIMARY SCHOOL TEACHERS’ TRAINING

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Nina Rudenko ◽  
◽  
Denys Shyrokov ◽  
Keyword(s):  
Primary School ◽  
Teaching Method ◽  
Educational Institution ◽  
Educational Process ◽  
Innovative Technology ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Level Of Training

The intensive development of educational technologies is presenting serious challenges to education in Ukraine, which requires to review educational content, forms, teaching methods and technologies for promoting pupils’ cognitive activities, increasing their motivation that enhance the development of professional and key life competencies, which enables to bring up a personality ready for independent creative professional activities. The main innovations in education are interactive technologies along with ICT, therefore there is an urgent need in training future primary school teachers in using those technologies, particularly in organizing educational web quest. The notion of quest, types of quests, quest technologies and the innovating teaching method such as web quest technology are analyzed in the article. The experience in using web quest technology in training future primary school teachers has been examined in Ukraine and other countries. In this work, the peculiarities of using web quest technology are considered and the necessity of using new approaches in training future primary school teachers is substantiated, the advantages of integrating modern internet technologies into educational process, the usage of web quests at lessons and during self-studying are described. The notion of web quest is clarified, its typology is given, as well as the possibilities of using this innovative technology in educational process in a higher educational institution is considered. In the article the practical usage of web quest on the platform Padlet is described, the peculiarities of organizing work based on web quest technology for a teacher and the requirements to a student’s level of training are given. Using web quest technology with the virtual interactive board Padlet in training future primary school teachers is quite an efficient way to develop theoretical and practical competencies of a specialist who will be able to plan their own professional activity and work in a team to achieve the set objectives.

scholarly journals DEVELOPMENT OF DIAMONOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 1 ◽  
pp. 395-405
Author(s):  
Iryna Lapshyna ◽  
Lyudmila Lyubchak ◽  
Nataliia Franchuk ◽  
Alla Vasylyuk ◽  
Nadiia Komarivska
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Professional Training ◽  
Large Scale ◽  
Group Discussion ◽  
Age Groups ◽  
Educational Process ◽  
School Teachers ◽  
Developmental Potential ◽  
Primary School Teachers

The implementation of active forms and methods of group interaction in the educational process is recognized as a perspective means of developing future teachers’ communication. From the authors’ standpoint, it is necessary to re-evaluate the developmental potential of such specific methods as discussion methods (group discussion, analysis and commentary of situations); play methods (role-, director-, and counterplays) and play psychotherapy, trainings of interpersonal sensitivity, personal growth, techniques of non-verbal interaction and others. The topicality of such re-evaluation is caused not only by the reform processes in the education system of Ukraine, but also by the modern challenge to the whole system of world education - the need for large-scale implementation of distance forms of the educational process organization in connection with the pandemic situation. The survey of future primary school teachers conducted by the authors, indicates a low readiness of modern teachers to use active teaching methods for training schoolchildren of different age groups, to organize speech interaction with students based on emotional involvement in work, critical re-evaluating of self-position, frank and reasoned expression of thoughts and feelings. In this regard, the issues of the development of diamonological competence of the higher education institutions students acquire additional relevance in the pedagogical discussion. 

THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zh.I. Sardarova ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Central Place ◽  
Learning Technologies ◽  
Educational Process ◽  
Information Environment ◽  
Theory And Practice ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

Formation of Functional Literacy of Primary School Children in the Field of Healthy and Safe Lifestyle

2020 ◽  
Vol 8 (2) ◽  
pp. 27-30
Author(s):  
Irina Artyuhova
Keyword(s):  
Primary School ◽  
School Children ◽  
Healthy Lifestyle ◽  
Primary School Children ◽  
Practical Skills ◽  
School Teachers ◽  
Basic Principles ◽  
Primary School Teachers ◽  
Functional Literacy ◽  
Safe Behavior

The article discusses the basic principles and specifics of the organization of activities of primary school teachers in the formation of students’ knowledge in the field of safe behavior and healthy lifestyle, as well as their development of practical skills in relevant situations. Questions of didactic support are highlighted, target methodological modules are marked. As an example of their use, the development of classes on the topic “My safety when riding a scooter and crossing the roadway” is presented.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals PEDAGOGICAL CONDITIONS OF FORMATION OF READINESS OF FUTURE TEACHERS FOR THE ORGANIZATION OF SPEECH ACTIVITY OF SCHOOL CHILDREN

2020 ◽  
Vol 65 (1) ◽  
pp. 161-165
Author(s):  
R.K. Dusembinova ◽  
◽  
M.T. Kozhamberdina ◽  
Keyword(s):  
Theoretical Analysis ◽  
Primary School ◽  
School Children ◽  
Speech Development ◽  
Pedagogical Knowledge ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Speech Activity ◽  
Survey Results

The author substantiates the relevance and significance of the study both for improving the level of professionalism of future primary school teachers, and for improving the learning process of younger students. The author conducted a theoretical analysis of the concepts of "speech activity", "readiness for professional activity", "readiness for organizing speech activity", and "pedagogical conditions". The author considers the readiness to organize speech activity as a complex of psychological and pedagogical knowledge about speech development, skills for studying the features of speech activity, and the use of these data in the pedagogical process of primary school. The article presents the results of a survey of students in order to identify ideas about the readiness of students to organize speech activity, and reveals the pedagogical conditions for its formation. Based on the theoretical analysis of sources and survey results, the author draws conclusions

scholarly journals SMART KIDS ЯК ТЕХНОЛОГІЯ НАВЧАННЯ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

2019 ◽  
Vol 71 (3) ◽  
pp. 53
Author(s):  
Svitlana G. Lytvynova
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Educational Process ◽  
Educational Game ◽  
Primary School Teacher ◽  
School Teachers ◽  
Electronic Textbooks ◽  
Primary School Teachers ◽  
Electronic Textbook ◽  
Information And Communication

The article presents an analysis of national and foreign experience of electronic textbooks use in the system of education. It is justified the use of Smart Kids technology as a system of methods, forms, and electronic educational game resources, electronic textbooks for educational process in the system of primary school. Four forms of Smart Kids technology implementation (Smart Case, Smart Teacher, Smart Class, and Smart Kids) were described considering the facilities of every school as well as the level of information and communication technology qualification of the primary school teacher. The aim of introduction of the technology for each form of teaching, the necessary equipment, and means for its implementation in primary school environment were determined. Based on the procedural approach to work of the primary school teacher, six stages of introduction of the technology were justified. Specific aspects of introduction of blended teaching using the principles of Smart Kids technology were defined. The experience of introduction of electronic textbooks to the system of primary education of Ukraine was described, the choice of electronic textbooks by primary school teachers was justified, the comments and suggestions of teachers regarding the arrangement of electronic content in E-textbooks were summarized, the main approaches of teachers to the choice of an electronic textbook and development of their information and communication competence were specified. Proposals are given for training future primary school teachers on the use of Smart Kids technology and the inclusion in the curriculum of topics such as: the concept of EER, EEGR and electronic textbook, structure and development of EER, the use of Smart Kids technology for teaching students, the latest forms of work with students, work with network programs for organizing a survey of students. The fragments of use of electronic textbook in teaching 6-year-old pupils were provided. It was identified that the forms, methods, and techniques of use of electronic textbooks in teaching primary school pupils require further justification.

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