Features of modern preschool education in South Korea: experience of study

2020 ◽  
Vol 42 (1) ◽  
pp. 164-171
Author(s):  
Aliya Konysbayeva ◽  
◽  
Gulmira Myshbayeva ◽  
Shin Namin ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Information Sources ◽  
Preschool Education ◽  
School Education ◽  
Point Of View ◽  
Preschool Age ◽  
Korean Education ◽  
Knowledge And Attitude ◽  
The Republic ◽  
Education And Development

The article deals with the modern features of the pre-school education system in the Republic of Korea, on the example of the functioning of state kindergartens. The system of Korean education is described from the point of view of its characteristics in information sources, as well as an analysis of the experience of staying in pre-school education institutions, in public kindergartens. The article considers the attitude of teachers of public kindergartens of Korea to the process of teaching children of preschool age, the priority directions of pedagogical activity are marked. The leading pedagogical technology of education and development is presented. The attitude of Korean teachers to the game and its role in the organization of the process of education and development. Implementation of the principle of naturalness. Approach to knowledge and attitude to the introduction of a foreign language in the pedagogical process. The conditions of the organization of the process of education and development are described.

scholarly journals THE CURRENT STATE OF PRE-SCHOOL EDUCATION IN RUSSIA AND MONGOLIA

2021 ◽  
pp. 162-171
Author(s):  
Галия Хамитовна Вахитова ◽  
Эдуард Петрович Леонтьев ◽  
Ажрахгуй Батсуурь
Keyword(s):  
General Education ◽  
Preschool Education ◽  
The State ◽  
Educational Process ◽  
School Education ◽  
Point Of View ◽  
Preschool Age ◽  
Normative Documents ◽  
Stage Of Development ◽  
Current State

Рассматривается состояние современного предшкольного образования в России и Монголии. Указано, что в обеих странах предшкольное образование детей – полноправное и полноценное звено государственной системы общего образования. Отмечается важность понимания современных задач дошкольного детства не с позиции подготовки пяти-, шестилетних детей к систематическому обучению именно в школе, а с точки зрения формирования жизнеспособной личности и самоценности дошкольного возраста. Сделан вывод о том, что система предшкольного образования в дошкольных учреждениях Монголии находится на этапе развития, в то время как в России имеется достаточный опыт для распространения и обогащения образовательной системы в целом. The article considers the state of modern pre-school education in Russia and Mongolia. It is indicated that in both countries, preschool education of children is a rightful and integral part of the state system of general education, which assumes the continuity of the educational process with ensuring a harmonious transition of children from preschool to primary school education. The article focuses on the goals and objectives of the education of children of senior preschool age, formed in the normative documents of Russia and Mongolia, based on personality-oriented pedagogy. The importance of understanding the current tasks of preschool childhood in both state educational systems is noted not from the point of view of preparing five- and six-year-olds for systematic education in school, but from the point of view of forming a viable personality and intrinsic value of preschool age. A comparative analysis of the current state of pre-school education in Russia and Mongolia has shown that both systems focus on the needs and age opportunities of the child, with the right to choose institutions, programs, forms of activity, methods of education and upbringing. It is concluded that the system of pre-school education in preschool institutions in Mongolia is at the stage of development, while in Russia there is sufficient experience to spread and enrich the educational system as a whole.

scholarly journals INTEGRATIVE ACTIVITIES AS A GUARANTEE OF THE DEVELOPMENT OF COGNITIVE-COMMUNICATIVE FOREIGN ACTIVITIES OF PRESCHOOLERS

2020 ◽  
Vol 66 (2) ◽  
pp. 332-336
Author(s):  
A.B. Yermakhan ◽  
◽  
M.K. Karmyssova ◽  
Keyword(s):  
Foreign Language ◽  
Cognitive Functions ◽  
Preschool Education ◽  
Preschool Age ◽  
Educational Activity ◽  
Foreign Culture ◽  
Secondary Formation ◽  
The World ◽  
Personal Formation

The article considers integrative activities as a guarantee of the development of cognitivecommunicative foreign-language activities of preschoolers. The integration of the content of preschool education, as you know, is one of the pedagogical conditions for “improving the development of the emotional and intellectual sphere of the child’s personality. The child’s educational activity in mastering a foreign language requires new achievements in the development of cognitive functions: speech, attention,imagination and thinking; creates new conditions for the personal formation of the child, through co-study of a foreign language and a foreign culture, and by reconceptualization of a different picture of the world of secondary formation cognitive and linguistic consciousness. Of particular importance in solving the problem of the humanization of preschool education are the tasks and functions of a preschool institution, based on the attitude to preschool age as a unique period of a person’s life, since it is during this period that ideas about the world are formed, and the child’s personality develops intensively.

scholarly journals The Game as a Zone of Immediate Development of Preschool Children

2019 ◽  
Vol 11 (4) ◽  
pp. 5-21 ◽  
Author(s):  
G.G. Kravtsov ◽  
E.E. Kravtsova
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Zone Of Proximal Development ◽  
Point Of View ◽  
Preschool Age ◽  
Proximal Development ◽  
Learning Tool ◽  
Essential Characteristic ◽  
Game Activity ◽  
The Creation

In the article, developing preschool education is considered in the logic of game activity. The authors followed L.S. Vygotsky is considered an imaginary situation as the criterion for the game and distinguishes two-positional nature as its essential characteristic. The article proves that the game in cultural-historical psychology has characteristics similar to the zone of proximal development. Developing preschool education is considered from the point of view of creating conditions for the formation and development of bi-subjectivity. According to the authors, developing preschool education should solve three problems - the task of forming psychological readiness for playing activity, the task of learning the game, and the task of using the game as a learning tool. There are two patterns that determine the developmental nature of learning at preschool age - this is the creation of situations in which the child should realize a strong-willed effort and purposeful development of a central psychological neoplasm.

scholarly journals ROLE OF CULTURAL LINGUISTICS IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS

2017 ◽  
pp. 136-145
Author(s):  
Svitlana Povoroznyuk
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Professional Training ◽  
Communicative Competence ◽  
Preschool Education ◽  
Point Of View ◽  
Intercultural Communicative Competence ◽  
Linguistic Methodology ◽  
Cultural Linguistics

From the point of view of modern linguistic methodology, theoretical and practical value of cultural linguistics as a science that investigates culturally marked language units for the process of professional training of future specialists of preschool education has been analyzed. Cultural linguistic teaching becomes of particular importance in the process of professional training of students majoring in “Preschool education” (specialization: foreign language), because they face the challenge to master the skills of intercultural communication, and thus acquire intercultural communicative competence.

scholarly journals USE OF FOREIGN LANGUAGE ONLINE TRAINERS FOR FORMING A FOREIGN LEXICAL COMPETENCE OF A FUTURE PEDAGOGUE

2019 ◽  
pp. 143-155 ◽  
Author(s):  
Angelika Solomakha
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Preschool Education ◽  
Point Of View ◽  
Practical Significance ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Digital Competence ◽  
On Line ◽  
Main Component

The article considers modern approaches and innovative means of development of the foreign language communicative competence of future teachers. The author emphasizes and substantiates the necessity of widespread usage of digital technologies in the process of modern students` foreign language training as a component of professional pedagogical competence. The usage of on-line resources contributes not only to the acquisition of a foreign language, at the same time it is also an example, according to the methodological point of view, and can be used in further pedagogical activities in foreign language classes in pre-school establishments and in foreign language lessons in the New Ukrainian School. After graduating the university modern bachelors will work with the children – representatives of Generation Z, so the ability to use digital means of teaching a foreign language is a demand of time, because modern children, born in the digital would, must be taught by digital means. This is their natural environment. World leading countries understand the necessity of preparing teachers with a high level of a formed digital competence. So, the task of the XXI century modern university, which trains future educators for professional activity, is to form their readiness to teach in the New Ukrainian School by such means that follow the demands of time and will allow to form the XXI Century Competences. The article states that mastering the foreign language lexical material and deepening the level of lexical skills and abilities formation of students-bachelors of the specialty 013 Primary education, 012 Preschool education have a great general and practical significance, because the word is the main component of foreign language communicative competence, and the dictionary on-line simulators, which the author uses in the discipline "Foreign Language and Teaching Methodology (the German language)", allow to intensify the learning process both in the classroom and during the students’ self-work.

scholarly journals Psychological and Pedagogical Foundations of the Process of Teaching English to Preschoolers

2021 ◽  
Vol 16 (2) ◽  
pp. 27-33
Author(s):  
Mikheeva Tatyana B. ◽  
◽  
Nichiporyuk Elena A. ◽  
Keyword(s):  
Foreign Language ◽  
Cognitive Abilities ◽  
English Language ◽  
Preschool Education ◽  
Maximum Activity ◽  
Preschool Age ◽  
Controversial Issues ◽  
Teaching English ◽  
Natural Form ◽  
Psychological Features

Currently, there are controversial issues in pedagogical science about learning a foreign language in preschool institutions. The development of thinking and the formation of communicative abilities is an important psychological and pedagogical task of modern preschool education. Special attention is paid to the characteristics of children of older preschool age-5–7 year-olds. This age is the most favorable for mastering a foreign language. Psychological features of preschool children are the intensive formation of cognitive abilities, quick and easy memorizing of language information, special sensitivity to the phenomena of language, the ability to imitate. Learning English at preschool age stimulates the development of general speech abilities and lays the foundation for communication in a foreign language in the future, successful and not constrained by any barriers. Older preschoolers have an increased need to communicate with their peers, which is implemented through gaming activities. Teaching English to preschoolers is most effective with the use of linguodidactic games. The use of games in the English language classes ensures maximum activity of children, since playing is the most natural form of behavior of children. The game gives you the opportunity to present serious content in an accessible, emotionally meaningful way. Keywords: preschool education, English, senior preschool age, game technology, linguodidactic games

scholarly journals Psychological Features of Verbal Communication of Employees of Preschool Education With Children From The Families of Participants of Anti-Terroristic Operations And Internally Transferred Persons

2018 ◽  
Vol 24 (1) ◽  
pp. 207-226
Author(s):  
Iryna Lutsenko
Keyword(s):  
Preschool Education ◽  
Verbal Communication ◽  
Individual Characteristics ◽  
Preschool Age ◽  
Mental Condition ◽  
Internally Displaced ◽  
Wide Range ◽  
Range Of Functions ◽  
The Individual ◽  
Education And Development

The article is devoted to the problem of verbal communication of educators with children of preschool age from the families of participants of anti-terroristic operations (ATO) and internally displaced people. The results of theoretical analysis of the problem of studying discourse as a psycholinguistic category are presented which, in the context of vocational-speaking activity, is considered as its verbalized, foreign-language phase. The interest of psycholinguistics in the study of the peculiarities of the discourse of the educational branch – pedagogical discourse is grounded since the latter is aimed at the realization of a wide range of functions (educational, communicative organizational, psychological (psychotherapeutic)), the basis of which is the implementation of the speech-impacting teacher by the addressee on their addressees (pupils). At the same time, discourse is highlighted as a dialogical process and reveals the two-sided nature of the influence of communicators on each other. Consideration of the teacher as the subject of the speech of the individual characteristics of the child-recipient, his mental condition is considered as a prerequisite for ensuring the intentional orientation of discourse. The emphasis is placed on the implementation of psychological (psychotherapeutic) functions by educators of preschool education, which is confirmed by the needs of the practice of education and development, verbal communication with children from the families of the participants of the ATO and the internally transferred people. The types of discourses aimed at providing emotional support to children of these categories in the form of discourses-positive partial assessments are defined and characterized, namely: discourse-agreement, discourse-encouragement, discourse-approval, discourse-forward-looking positive assessment, as well as various kinds of discourse-questions. It is concluded that various discourses, in the course of which the speech influence on the child is carried out, its psychic state, feeling and behavior can be regarded as specialized discourse practice - a psycholinguistic phenomenon, the basis of which is the speech activity of its participants: educators of preschool education and children of preschool age.

scholarly journals Implementation Of Distance Technologies In The System Of Advancing The Personnel Of The Pre-School Education System Of The Republic Of Uzbekistan

2021 ◽  
Vol 03 (01) ◽  
pp. 153-158
Author(s):  
Komiljon Abdusalomovich Eshpulatov ◽  
◽  
Nargiza Fatkhullaevna Abdunazarova ◽  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Education System ◽  
Preschool Education ◽  
Learning Technologies ◽  
School Education ◽  
Distance Learning Technologies ◽  
The Republic

This article describes the essence of distance learning technologies in the system of professional development of preschool education and its implementation in practice.

scholarly journals PEDAGOGICAL POSSIBILITIES OF USING THE SUBJECT "FOREIGN LANGUAGE" IN THE FORMATION OF A MULTILINGUAL PERSONALITY

2021 ◽  
Author(s):  
Nuraiym Tulyuvbekova ◽  
Gulbanu Aubakirova
Keyword(s):  
Foreign Language ◽  
Educational Environment ◽  
The State ◽  
Point Of View ◽  
Multilingual Education ◽  
The Subject ◽  
The Republic

Knowledge of several languages ​​gives a real opportunity to take a worthy position in society, both socially and professionally. Multilingual education in the Republic of Kazakhstan is one of the most important strategies and key directions for the development of the state. The author examines the essence of multilingual education, the reasons for its relevance in the Republic of Kazakhstan, the functioning of languages ​​from the point of view of the development of a modern linguistic personality. Taking into account the advantages of linguistic education in the multilingual educational environment of Kazakhstan and the principles of the formation of a linguistic personality, the author compared different views on this issue.

scholarly journals THE DEVELOPMENT OF A CULTURE OF CHILDREN’S BEHAVIOUR IN PRESCHOOL EDUCATION INSTITUTIONS: ANALYSIS OF PRESCHOOL TEACHERS’ EXPERIENCE

2020 ◽  
Vol 1 ◽  
pp. 206-212
Author(s):  
Jurgita Smilgienė ◽  
Erika Masiliauskienė ◽  
Jurgita Lenkauskaitė
Keyword(s):  
Qualitative Research ◽  
Cultural Values ◽  
Preschool Education ◽  
Research Strategy ◽  
Point Of View ◽  
Preschool Age ◽  
Daily Work ◽  
Preschool Educators ◽  
Children’S Behaviour ◽  
The Individual

The Lithuanian society lives in the period of changes in which personal values are influenced by our surroundings. The decline of a culture of behaviour is observed in society and it is increasingly evident in children’s and youth’s behaviour. Children lose their autonomy, respect for the individual and nation. There is increasingly visible rude communication, social environmental intolerance and this just proves that our younger generation has little culture of behaviour. The earlier you introduce children to the basic conduct of cultural values and their aspirations to develop, the better results will be achieved in the correct behaviour modelling for life in society. For this reason, not only the family, but also preschool, i.e., educators, are responsible for the cultured behaviour of children, education and promotion to be polite, respectful, honest, friendly, etc. The object of the research – the development of a culture of behaviour of preschool age children. The aim – to reveal how a culture of children’s behaviour is developed in preschool. A study was conducted in preschool institutions of Northern Lithuania. In this case a qualitative research strategy was chosen. The methods of the research: analysis and synthesis of the sources of scientific literature and open-ended written survey of preschool educators. Teachers from 23 preschool institutions participated in the research. Qualitative research data were processed using the method of content analysis. The research revealed what concept the respondents give to the definition of a culture of children’s behaviour and what methods they apply in their daily work. The concept of a culture of behaviour from the point of view of teachers is: culture of activity, of communication, of hygiene and nurturing nature. Preschool educators develop a culture of behaviour using traditional methods such as games, conversations, reading, literary and cartoon analysis in their professional activities.

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