Use of makeblockl educational constructors in extracurricular activities and in additional education of children with disabilities

2021 ◽  
pp. 75-77
Author(s):  
Yu. N. Shepelyuk
Keyword(s):  
Extracurricular Activities ◽  
Children With Disabilities ◽  
Additional Education

scholarly journals Formation of moral ideas of teenage children with disabilities in school socio-cultural space

2019 ◽  
pp. 32-36
Author(s):  
Irina A. Bukina ◽  
Tat'yana V. Gudina ◽  
Denis A. Bukin
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Children With Disabilities ◽  
Research Work ◽  
Moral Values ◽  
Educational Process ◽  
Common Goal ◽  
Cultural Space ◽  
Extra Curricular Activities ◽  
Additional Education

The article is devoted to the problem of the formation of moral ideas of disabled teenage children in school socio-cultural space during extra-curricular activities and electives. Thus, the level of formation of moral ideas of disabled teenage children, revealed during research work, led to the conclusion that insufficient use of the potential of additional education and possible integration with general education on the basis of common thematic lines (elective classes, excursions, circle activities, etc.) when working with this category of children. The proposed guidelines in the form of an experimental programme for the formation of moral representations of disabled teenage children in school socio-cultural space during extracurricular activities and electives will allow to solve educational and upbringing tasks aimed at involving children in the basic spiritual and moral values of society, to build a holistic educational process on the basis of a common goal.

scholarly journals The effect of extracurricular activities on the adaptation of schoolchildren in a general education institution

2021 ◽  
Author(s):  
И.А. Корецкая ◽  
П.В. Мамчур
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Early Adolescence ◽  
Personality Development ◽  
Educational Institution ◽  
Education Institution ◽  
Teaching Staff ◽  
Main Research ◽  
Study Participants ◽  
Additional Education

Одной из обязательных частей процесса адаптации личности в социуме считается адаптация обучающихся в образовательном учреждении. Наиболее сложным периодом школьной адаптации можно считать переход ребёнка из начального школьного звена в среднее, который характеризуется новыми условиями, формами обучения и сменой преподавательского состава. Именно в пятом классе к школьнику впервые предъявляется множество различных требований. Кроме того, этот период совпадает с началом раннего подросткового возраста у школьников, считающегося наиболее сложным периодом развития личности. Целью нашего исследования было рассмотреть специфику дополнительного образования как одного из факторов, оказывающего влияние на формирование социально-психологической адаптивности у школьников, и выявить особенности обучения детей младшего подросткового возраста, посещающих внешкольные занятия. В качестве основных методик исследования применялись: «Шкала личностной тревожности» А.М. Прихожан, методика социализированности личности учащегося М.И. Рожкова, «Рисунок социальной сети». Выбор данных методик был обусловлен возрастными особенностями участников исследования и позволил сделать подробный и комплексный анализ их уровня адаптации. Результаты исследования позволили создать рекомендации для психолого-педагогической коррекционной работы, направленные на преодоление адаптационных и коммуникативных сложностей у школьников. One of the mandatory parts of the process of adaptation of a person in society is the adaptation of students in an educational institution. One of the most difficult periods of school adaptation can be considered the transition of a child from primary school to secondary, which is characterized by new conditions, forms of education and a change in teaching staff. It is in the fifth grade that a student is first presented with many different requirements. In addition, this period coincides with the onset of early adolescence in schoolchildren, which is considered the most difficult period in personality development. The aim of the study was to consider the specifics of additional education as one of the factors influencing the formation of socio-psychological adaptability in schoolchildren, and to identify the peculiarities of teaching children of early adolescence who attend extracurricular activities. The main research methods used were: “Scale of personal anxiety” by A.M. Prihozhan, the method of socialization of the student's personality M.I. Rozhkova, "Drawing of a Social Network." The choice of these methods was due to the age characteristics of the study participants and made it possible to make a detailed and comprehensive analysis of their level of adaptation. The results of the study made it possible to create recommendations for psychological and pedagogical correctional work aimed at overcoming adaptive and communicative difficulties in schoolchildren.

scholarly journals Lingevich Olga V.

2021 ◽  
pp. 19-28
Author(s):  
О.В. Лингевич
Keyword(s):  
General Education ◽  
Goal Setting ◽  
Extracurricular Activities ◽  
Competence Model ◽  
Future Teachers ◽  
Industrial Practice ◽  
Organizational Skills ◽  
Cognitive Component ◽  
Adults And Children ◽  
Additional Education

На основании сравнительного анализа определены инвариантные элементы модели подготовки будущих педагогов к организации внеурочной деятельности: целеполагание курсов «Педагогика» и «Психология» на проектирование и формирование навыков развития личностных и метапредметных универсальных учебных действий обучающихся; включение в содержание курсов педагогики и психологии отдельных тем (модулей), направленных на формирование когнитивного компонента обучающихся; организация производственной практики на базе детских оздоровительных лагерей, ориентированной на формирование навыков организаторской (вожатской) деятельности; проектирование и реализация производственной практики на базе общеобразовательных учреждений, сосредоточенной на формирование навыков организации внеклассной деятельности. Предлагается периодизация этапов подготовки будущих учителей к организации внеурочной деятельности учащихся в России: дореволюционный (1900–1917 гг.) – этап создания самостоятельных учреждений внешкольного (дополнительного) образования для взрослых и детей; советский (1917–1991 гг.) – этап формирования государственной модели внешкольной, внеклассной работы с детьми; современный (с 1992 г. и по настоящее время) – этап формирования компетентностной модели подготовки будущих педагогов к организации внеурочной деятельности. Основанием для данной классификации служит содержание и направленность подготовки будущих учителей. Based on the comparative analysis, the invariant elements of the model of training future teachers for the organization of extracurricular activities are determined: the goal setting of the courses "Pedagogy" and "Psychology" for the design and formation of skills for the development of personal and metasubject universal educational actions of students; the inclusion in the content of the courses of pedagogy and psychology of individual topics (modules) aimed at the formation of the cognitive component of students; organization of industrial practice on the basis of children's health camps, focused on the formation of organizational skills (leadership) activities; design and implementation of industrial practice on the basis of general education institutions, focused on the formation of skills for organizing extracurricular activities.A periodization of the stages of training future teachers for the organization of extracurricular activities of students in Russia is proposed: pre-revolutionary (1900-1917) – the stage of creating independent institutions of extra-curricular (additional) education for adults and children; Soviet (1917-1991) – the stage of formation of the state model of extracurricular, extracurricular work with children; modern (from 1992 to the present) - the stage of formation of the competence model of training future teachers for the organization of extracurricular activities. The basis for this classification is the content and orientation of the training of future teachers.

The Role of Project Activities in the Formation of Professional Competencies of Master Students Training in the Direction "Pedagogical Education (Media Education)"

2021 ◽  
pp. 78-88
Author(s):  
Elena Veniaminovna Evdokimova ◽  
◽  
Liliya Nikolaevna Kislaya ◽  
Keyword(s):  
Extracurricular Activities ◽  
Undergraduate Students ◽  
Educational Process ◽  
Media Education ◽  
Professional Competencies ◽  
Russian Higher Education ◽  
Process Creation ◽  
High Level ◽  
Additional Education

Problem and Aim. The system of Russian higher education provides opportunities for master’s degree studies in one direction for bachelors with different formed professional competencies, therefore, the task of overcoming the competence imbalance, development and alignment of competencies among all undergraduates is urgent for a university teacher. The purpose of the article is to identify the role of project activities in the formation of professional competencies among undergraduate students studying in the direction of “Pedagogical Education (Media Education)”. Methodology. The conducted content analysis of final qualification works revealed the main types of media projects developed and implemented by undergraduates: media projects related to the work of press centers of educational institutions and institutions of additional education; media projects aimed at organizing and conducting creative competitions, media festivals, specialized shifts; Internet projects, the use of multimedia in the educational process; creation of films, videos, media texts. With the help of a questionnaire survey of graduates, a high level of formation among masters of professional competencies in the use of multimedia tools in educational and extracurricular activities was revealed. In conclusion, it is concluded that in the development and implementation of media projects, undergraduates develop the necessary professional competencies both in the field of journalism and in the field of media pedagogy.

Physico-chemical education projects in extracurricular activities of students. Teacher's book

2020 ◽  
Author(s):  
Viktor Davydov
Keyword(s):  
Higher Education ◽  
Extracurricular Activities ◽  
Higher Education Institutions ◽  
Chemical Education ◽  
Central Place ◽  
Original Intent ◽  
Project Activity ◽  
Physico Chemical ◽  
Teachers And Students ◽  
Additional Education

Methodological guidance on the content and methodology of the project activity of schoolchildren. The reader is the author's methodological concept work on a study project, in which the Central place is given to the formation of the original intent, defining the challenge and creative level. Most of the book consists of descriptions of research and creative projects carried out in the course of many years of extracurricular work of the author with students. Addressed to teachers and students of chemical specialties of pedagogical higher education institutions and universities and employees of system of additional education of children, teachers of chemistry in secondary schools, gymnasiums, lyceums and colleges.

Factors of social success formation among adolescents with disabilities

2021 ◽  
pp. 31-38
Author(s):  
Elena A. Chernova
Keyword(s):  
Children With Disabilities ◽  
Practical Significance ◽  
Social Education ◽  
Literature Analysis ◽  
Special Group ◽  
Research Results ◽  
Social Success ◽  
Additional Education ◽  
Further Development

We consider current and insufficiently developed issue of social success of a special group of adolescent children with disabilities. Due to literature analysis, social success of adolescents with disabilities is an integrative personality quality, considering the psychological and pedagogical features of the development of this adolescents category, reflecting the purposeful achievement of their goals and the ability to use the achieved result for further development, contributing to successful socialization in society based on productive interaction with others. The factors contributing to the formation of social success of adolescents with disabilities that influence this process are: objective and subjective factors. The presented research results have scientific novelty and allow expanding the conceptual field of the theory of social education by clarifying the factors contributing to the formation of social success of adolescents with disabilities in the process of practicing applied activities. We determine the practical significance of the research and its results by the opportunities that open up for teachers of additional education in working with adolescents with disabilities and parents of this category of children, considering reasonable objective and subjective factors of social success formation among adolescents with disabilities in organizations of additional education.

scholarly journals Children’s Play—The Educator’s Opinion

2019 ◽  
Vol 9 (4) ◽  
pp. 266
Author(s):  
Visković ◽  
Sunko ◽  
Mendeš
Keyword(s):  
Work Experience ◽  
Children With Disabilities ◽  
Educational Process ◽  
Children's Play ◽  
Creative Play ◽  
Key Factor ◽  
Children’S Play ◽  
Information And Communication ◽  
Personal Paradigm ◽  
Additional Education

The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; p ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; p ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; p ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.

scholarly journals INDICATORS OF DEVELOPMENT OF MEDIA COMPETENCE OF SCHOOLCHILDREN AND STUDENTS

2020 ◽  
Vol 30 (1) ◽  
pp. 89-96
Author(s):  
S.L. Troyanskaya
Keyword(s):  
Empirical Study ◽  
General Education ◽  
Information And Communication Technologies ◽  
Extracurricular Activities ◽  
Communication Technologies ◽  
Digital Culture ◽  
Experimental Media ◽  
Information And Communication ◽  
The Media ◽  
Additional Education

The ubiquity of information and communication technologies, the existence of a "digital culture" actualizes the need for the development of media competence of an individual. The objectives of our study were to evaluate and compare the levels of media competence of schoolchildren and students on the motivational component, which includes the motives of contact with media and media texts, the contact component as a frequency of communication with the media, information, creative, perceptual, evaluative and practical components. When conducting an empirical study, we used modified blocks of questions of A.V. Fedorov's methodology to identify the level of development of media competence and developed a number of creative tasks to measure the level of media competence on a number of its indicators. In the course of the study, the assessment and comparison of the levels of development of media competence of schoolchildren and junior students on the above indicators was carried out. Based on the results of comparison of media competence indicators, analysis of the characteristics of media consumption, respondents’ writings and essays, the reasons for choosing media resources, we have identified a completely insufficient development of critical thinking of students and schoolchildren. The obtained data served as the basis for the development of an experimental media pedagogical program for the development of students' media competence in extracurricular activities, their reflexive abilities and critical perception. Based on the results of an empirical study, we have developed a number of practical recommendations for teachers of general education schools and those working in the system of additional education and interested in the development of media competence of students.

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