Dziecko w działaniu – refleksje praktyka

2015 ◽  
Vol 28 (1) ◽  
pp. 104-113
Author(s):  
Paulina Grzelecka
Keyword(s):  
Professional Development ◽  
Cognitive Development ◽  
Social Role ◽  
Preschool Education ◽  
Logical Thinking ◽  
Educational Toys

Being a refl ective practitioner is a task for a teacher and a tool for his real professional development. This article presents a teacher’s refl ection before action, focused on the goal of education, a refl ection in action, where the teacher is an observer, tutor and diagnostician, and a refl ection after action, where I analyzed children’s activity in classes with educational toys. For the teacher’s work I have described the possibility of diagnosing students cognitive development based on their social role; how do they build strategies of logical thinking; what is wrong with preschool education; and how to engage students in classes. This text is a result of taking a part in the project Laboratorium Wczesnej Edukacji.

scholarly journals EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD: A MAJOR LEVER FOR THE HEALTHY AND BALANCED DEVELOPMENT OF PRESCHOOL CHILDREN

2021 ◽  
Vol 03 (03) ◽  
pp. 198-208
Author(s):  
Ihsane DAHANE
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Cognitive Development ◽  
Executive Functions ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Preschool Education ◽  
Study Participant ◽  
Balanced Development ◽  
Scholastic Success

The early childhood is considered as one of the decisive stages in a child’s life. It’s viewed as the first building block that shapes the child’s personality in all its aspects, as this is when the child begins to deal with his external surrounding. Moreover, during this period the child's awareness grows towards autonomy. He starts to rely on himself in his actions and movement confidently. What the child experiences in his first years, shapes all his upcoming learnings. For instance, during the preschool, the child starts acquiring new principles and grasps some abstract concepts like solidarity, participation, socialization … The institution also works on promoting all the skills which are related to artistic creativity, recreational and educational activities. And since the intervention at this stage has a great impact on the child’s scholastic success, Its consequences positively affect the child’s health and behavior, as well as his cognitive and mental development. Thus, the recent studies have shed light on the child's cognitive development in early stages. And focused mainly on understanding and identifying the factors affecting this development. A reference should be made that the child's cognitive development is crucially related scholastic success. That’s to say, by promoting the executive functions (inhibition - cognitive flexibility – memory – planning and organizing…) at the very early childhood stage is regarded as the cornerstone for building a child’s cognitive skills and acquiring social behavior. This research study aims to explore the children’s executive functions state at their early childhood stage (preschool children) in order to identify the strengths and weaknesses which needs intervention. The study was implemented by using the CHILDHOOD EXECUTIVE FUNCTIONING INVENTORY (CHEXI) FOR PARENTS AND TEACHERS. The study participant were 150 children, divided among 10 educators in the second preparatory level at 4 different schools. The latter are part of (The Moroccan Foundation for the Promotion of preSchool education) in the Rabat region. It was concluded that the executive functions of preschool children still need further reinforcement and development by setting up an intervention program.

scholarly journals FEATURES OF READINESS OF TEACHERS OF PRESCHOOL ORGANIZATIONS FOR THE DEVELOPMENT OF LOGICAL THINKING OF PRESCHOOL CHILDREN

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.A SHINKAREVA ◽  
◽  
T.V DROBYAZGIN ◽  
Keyword(s):  
Professional Development ◽  
Preschool Children ◽  
Preschool Teachers ◽  
Logical Thinking ◽  
Surrounding World ◽  
The Subject ◽  
Teacher Readiness ◽  
Flow Of Information ◽  
Content Characteristics

The article deals with the problem of professional development of preschool teachers in modern conditions, the relevance of improving competence in the development of logical thinking of preschool children. The need for teachers to master the skills associated with the development of logical thinking of preschool children is due to many factors: preparation for school, the sensitivity of the period, the importance of developing the ability to process the increasing flow of information coming from the surrounding world. When determining the content characteristics of the problem, the concept of "teacher readiness" is highlighted and the analysis of positions relative to this concept is presented. The article describes the subject content of the components of teachers 'readiness to develop logical thinking, defines the structure and criteria of teachers' readiness to develop logical thinking in preschool children, and selects methods for evaluating them.

scholarly journals Preschool Educational Organizations Educational Technologies to Improve the Content of Training of Teachers

2021 ◽  
Vol 11 (2) ◽  
pp. 1597-1608
Author(s):  
Surayo Rahimova
Keyword(s):  
Professional Development ◽  
Preschool Education ◽  
Educational Technologies ◽  
Educational Organizations ◽  
Short Term ◽  
Professional Skills ◽  
Professional Development Of Teachers

This article is aimed at improving the content of professional development of teachers in preschool education on the basis of educational technologies, the development of professional skills of educators, and focuses on important aspects of improving the content of professional development of teachers. In addition, the curriculum for short-term courses of 36 hours is widely covered, as well as the content of the organization of the process as a model.

scholarly journals Why do women more often intend to study abroad than men?

2021 ◽  
Author(s):  
Fine Cordua ◽  
Nicolai Netz
Keyword(s):  
Gender Differences ◽  
Cognitive Development ◽  
Study Abroad ◽  
Role Theory ◽  
Social Role ◽  
Social Background ◽  
Development Theory ◽  
Linear Effect ◽  
Professional Career ◽  
Studying Abroad

AbstractIn many Western countries, women are more likely to study abroad than men. At present, there is a lack of theory-guided empirical studies searching explanations for this pattern. We address this research gap by examining gender differences in study abroad intent among first-semester students in Germany. To derive a comprehensive theoretical framework, we draw on social role theory of sex differences, cognitive development theory, new home economics and statistical discrimination theory. Using data from the nationally representative 2010 DZHW School Leavers Survey, we test our hypotheses by estimating logistic regressions and non-linear effect decompositions. We find that women more often intend to study abroad primarily because of the gender-specific interest profiles they develop throughout their early life course: Related to their subject choice at school, women tend to acquire competences (e.g., language skills) that ease later stays abroad. To some extent, women’s better educational performance during school also explains their better chances to study abroad. Once in higher education, women tend to choose fields of study in which studying abroad is considered more valuable for competence acquisition. Losing time due to studying abroad is less of an obstacle for women but—against theoretical expectations—not because of a lower labour market orientation. Finally, the expectation to interrupt the professional career for taking care of the family deters women—especially those from a low social background—from studying abroad, but not men. We do not find evidence that women understand studying abroad as a strategy to counteract this anticipated discrimination. Overall, our results underscore the particular importance of social role and cognitive development theory for explaining gender differences in the spatial mobility of students.

Digital Pedagogy from the Perspective of Early Childhood Education

2016 ◽  
pp. 178-199
Author(s):  
Michael Vitoulis ◽  
Evangelia Laloumi-Vidali
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Early Childhood Educator ◽  
Childhood Education ◽  
Digital Pedagogy ◽  
Educational Conditions ◽  
Digital Pedagogies

The context of this proposed chapter attempts to approach the concept of “digital pedagogy” focused on particular educational conditions of preschool education. It attempts to support the compelling reasons that require broadening the scope of the theory of “digital pedagogy” in early childhood education. It looks forward to the articulation of traditional pedagogical theories in conjunction with the fundamental principles of “digital pedagogy”, elaborates further risks and suggests possible limitations, and highlights a deliberation associated with digital pedagogy from the perspective of early childhood education. It describes a framework for implementing digital pedagogies in order to exploit the professional development of early childhood educator.

scholarly journals MOTIVATION OF THE PROFESSIONAL DEVELOPMENT OF PRESCHOOL TEACHERS AS A CONDITION FOR IMPROVING THE QUALITY OF PRESCHOOL EDUCATION IN THE CONDITIONS OF EUROPEAN INTEGRATION

2021 ◽  
Vol 2 (36) ◽  
pp. 71-76
Author(s):  
Y. Volynets
Keyword(s):  
Professional Development ◽  
European Integration ◽  
Information Technologies ◽  
Professional Training ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Education Institution ◽  
Educational Process ◽  
The Uk

Improving the quality of education in preschool education institution is a socially significant problem of nowadays, which faces pedagogical science and practice. Today, pedagogical education is a means of self-development andself-realization, whichchangesthegoalsofeducation, itsmotives, forms, methods, andtheroleofthepreschool teacher. And the purpose of pedagogical education is high-quality training of highly qualified and competitive pedagogical staff for the entire field of education, able to masterfully carry out professional activities and be able to use modern information technologies. One of the tasks of modern pedagogical education is the formation of a person with an innovative type of thinking, pedagogical culture, and developed readiness for innovative activities, professional in his field. Only the active life position of a preschool teacher, improving his professional skills will help him ensure one of the most important rights of students — the right to quality education. There are many facts that affect the quality of pedagogical education: material and technical support of the educational process, information and methodological, financial, etc., but the most important thing is the staffing of teachers in the educational process, who have professional competencies, information technology and apply them in the educational process of the preschool education institutions. The article analyzes the problem of motivation of professional development of preschool teachers as a condition for improving the quality of preschool education in the context of European integration. The concepts of «postgraduate education», «continuing preschool education», and«pedagogicalexcellence» are defined. The article substantiates the need of a comprehensive study of the experience of professional training of preschool teachers in the UK and its use to create an effective system of pedagogical education in Ukraine, also presents the features of the model of pedagogical education in the UK.

scholarly journals METHODOLOGICAL SUPPORT OF PROFESSIONAL DEVELOPMENT OF TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS: PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS

10.23856/4606 ◽  
2021 ◽  
Vol 46 (3) ◽  
pp. 39-50
Author(s):  
Olena Kovalenko ◽  
Diana Lakhman
Keyword(s):  
Professional Development ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Basic Research ◽  
Regulatory Documents ◽  
Professional Development Of Teachers ◽  
Mass Group ◽  
Pedagogical Research

With the help of encyclopedias, dictionaries, reference books the article reveals the definitive characteristics of such basic research concepts as: methodological assistance, methodological work and methodological support. Based on the development of psychological and pedagogical research, the concepts of methodological work and methodological support are analyzed and differentiated. The domestic regulatory documents are cited, which reflect the issues of methodological support for the teachers. The elaborations of the main directions and forms of methodical work with teachers (mass, group and individual) are presented, the classification of principles and functions of methodical support is given. The list of interactive forms of methodological support for preschool teachers and their impact on improving methodological support for teachers is outlined. The concept of the professional development of teachers, components of professional development, their essence and structure are highlighted, as well as ways of influencе of the methodological support on its improvement are outlined. The article, based on reputable modern researchers and practitioners, defines the directions, features and psychological and pedagogical conditions for providing methodological support for the professional development of teachers of preschool education institutions. The problems of implementing methodological support for teachers in preschool institutions are listed and analyzed, as well as prospects for improving its effectiveness are outlined.

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