Self-assessment of football referees on their educational influence on children aged 9–12 during a sports competition

Proper use of the educational potential of sports depends on the entities organizing children’s sports competitions (coaches, parents, referees). Particularly important is their awareness of the purposefulness and legitimacy of actions taken. Numerous studies have been devoted to the role of the coach and parents in providing children and young people with positive sporting experiences. In contrast, the referee has often been overlooked. The behavior of the referees during the match is also important for young players. Assuming that referee-player interactions have a major contribution to educational influence, the purpose of this study was to explore the opinions of soccer referees refereeing matches of children aged 9 to 12 years about their interactions with players in terms of emotional support, game organization, and instructional support. It was also decided to verify whether referees’ self-assessment of their educational function is influenced by experience. The research was conducted among 116 referees licensed by Mazovian Football Association who referee matches of children aged 9–12 years (Orliki and Młodziki categories) in the Masovian Voivodeship in Poland. To assess the referee-players educational interaction, a questionnaire survey was developed. These interactions are present in three domains: emotional support, game organization and instructional support. The results showed significant differences between referees’ self-assessments in the three domains. Referees rated their educational interactions with players higher in the domain of emotional support than the instructional support. Moreover, the results indicated that there was no differences in the referees’ self-assessment between the groups distinguished by more experienced in the domains of emotional support and game organization, while less experienced referees rated the quality of their educational interactions in the instructional support domain higher than those more experienced. The main conclusion of the research is the postulate to introduce pedagogical and psychological issues into the referee training.

THE PERSONAL EXAMPLE OF INFLUENCERS FROM THE POINT OF VIEW OF STUDENTS

The article presents an analysis of the results of a survey conducted with students, aimed at the educational interactions carried out through the content published by influencers. The main goal of the research is to identify the opportunities and challenges of influencer publications in the context of the educational process. Among the main tasks of the study are: to analyze the opinion and recommendations of the respondents regarding the integration of influencer publications in the process of education; to outline guidelines related to the utilization of educational opportunities in this direction and overcoming the existing challenges, in order to implement innovative solutions and resources in education. The research methods are: theoretical analysis of scientific literature on the topic and survey in digital format.

University Students’ Use and Perceptions of Telegram to Promote Effective Educational Interactions: A Qualitative Study

Student interaction is a pivotal element in any educational environment. Accordingly, employing technologies to increase these educational interactions has attracted both instructors’ and students’ attention. This qualitative paper investigated the means of employing Telegram, a social network site (SNS), to increase students’ educational interactions and explore their perceptions of using it as an interactional medium in a university course. A thematic analysis was applied to assess data collected from the posts of 77 university students in three Telegram groups created for this course and the students’ reflection papers required at the end of the course. This study’s findings identified several instructional activities that can be employed on Telegram to enhance students’ interactions, as well as presented how students interact with their instructor and each other on Telegram. The findings also highlighted the students’ perceptions of Telegram as a technology to enhance their course interactions, including the advantages and disadvantages of using Telegram in this course. Implications of this study can allow university instructors and policymakers to reconsider their teaching methods and even encourage using Telegram or similar SNSs to aid students’ learning.

Education as a destructor of social order

Introduction. The article examines the problem of the interdependence of the state and processes of changing the social order from the state and processes of changing social institutions designed to guarantee its stability. As one of such institutions, the educational system is considered, which in its traditional state actively performed a protective function, acting as a guarantor of the stability of the social order. In the context of the fourth industrial Revolution, the content and form of educational practices and the entire educational space have changed so much that education as a social institution loses the prerogative of protecting and guaranteeing the stability of the social order. The purpose of the article is to determine the main substrates underlying the social order on the basis of the historical and philosophical classification of the social order concepts, to show which turbulent phenomena in education most deform these substrates and thereby disqualify education in its function as a guarantor of the stability of both the social order and society as a whole. Materials and Methods. The historical and philosophical approach made it possible to form and classify the main concepts in the understanding of the social order and to differentiate its substrate bases using the tabular method. The activity-based and structural-functional approaches allowed us to identify the deforming phenomena that occur today in Russian education and have the greatest impact on the destabilization of the social order. To substantiate the conceptual and methodological basis of the study, the method of critical analysis of current research literature and the interpretation of the results obtained in it is used. Results. Historical and philosophical analysis has shown that the underlying foundations of the stability of the social order are (both in historical and modern explication) coercion, interests, values and norms, as well as cultural inertia. Social institutions (education, science, religion, law, etc.) ensure the functioning of the substrate bases, their correction in the direction of compliance with state needs, and thereby stabilize the existing social order as a system of governance and power mechanisms. However, the fourth technological revolution, which began in the second half of the XX – beginning of the XXI century, radically changed the functionality of social institutions. This historical period, due to the significance of the changes, was called the “era of turbulence” (A. Greenspan's term). This could not but affect the stability and foundations of the social order. The most pronounced deformations in the era of turbulence are those of education and science, that is, precisely those social institutions that, along with law and culture, in traditional societies served as a guarantor of the stability of the state. The greatest destabilizing effect of education on the social order is: the ongoing change in organizational paradigms of interaction between education and other spheres of public life (from “education-science-production” to “university – government – business”); the change in the status of subjects of educational interactions: the main object of educational interactions is the individual, business systems and the family, and not the state; fictivization of education (especially higher education) in its classical form, which manifests itself in the growing importance of virtual learning, narrow specialization and massization; the growth of educational inequality with its development into a social one. These phenomena really destabilize the social order both as values/norms, as cultural traditions, and as dialectically combined interests of the authorities and individuals. Conclusions. The study of the interactions of the social order has shown that the turbulent phenomena occurring in the social institutions of society can radically affect the stability of the social order. This, in turn, increases the turbulence in society as a whole.

Development of Social Competencies of Primary School Children in Schools with Different Ways of Organizing Educational Interactions

The article focuses on the results of the study on the development of social competencies in primary school students studying in schools with different ways of organizing educational interactions. Two types of schools are analyzed: a school that implements a system of developmental learning (the method of D.B. Elkonin — V.V. Davydov), and a school based on traditional teaching methods. The research is based on the principle of activity theory, according to which the development of social competencies in the learning activity is mediated by the ways of organizing learning interactions and forms of communication between children and adults, aimed at a joint search for a common way to solve a certain class of problems. The study involved fourth graders from Moscow schools (258 students). The author's method "The conflict" was used. It allows to study the students' search for a way to solve the visual-logical problem of identifying a system of features and multiplying them. The article discusses statistically significant differences in the results demonstrated by fourth graders from different types of schools. It is shown that the school of developmental learning creates favorable conditions for students to master productive forms of group interaction, which increases the effectiveness of joint problem solving, and ultimately contributes to the development of social competencies in primary school children. In students, studying in traditional schools, the phenomenon of "loss of content" in communicative competencies was revealed: children united in a group to solve a problem lost their focus on analyzing the content of the problem, replacing the process of finding a joint solution by demonstrating the learned rules of interaction.

Investigating links between students’ agency experiences in digital educational interactions, participation and academic performance

Despite promises of student agency in digital education, student agency is mostly assumed and less researched. This paper provides a way to understand the role of agency in digital interactions, and it explores how students’ agency experiences link to student participation and academic performance. In the study, data were collected from nine Danish university students. Students’ agency experiences were identified and interpreted using the Adapted Participation Gestalt Framework. Student participation was collected using data from a digital system used for the educational interactions. Students’ academic performance was measured using students’ self- reported grades. The study makes two key contributions: it identifies the participation gestalt of the interaction in question and maps developments in students’ experiences of agency constituting the gestalt; and second, it suggests that students’ agency in interactions is associated with grades and participation patterns. Finally, the paper discusses how the findings inform future research.

STRATEGI GURU DALAM PEMBELAJARAN PAI PADA ANAK BERKEBUTUHAN KHUSUS

Every human being cannot choose whether he/she will be born normally or not. To be born normally or not is of Allah's decision. Every parent must realize this so that they will not regard their children born as individuals with special needs as disgrace and disaster. Such children deserve education and teaching because they are also given the potential by Allah to understand their needs to survive. How to educate them becomes an interesting issue to be studied. Thus, this study qualitatively addressed teachers� strategies in Islamic education learning for children with special needs in SLBN 1 Kepahiang, Bengkulu. The findings of this study exhibited that the teachers� strategies in Islamic Education learning for children with special needs in SLBN 1 Kepahiang were initiated by taking account of several aspects, namely: 1) service to students focused on the patterns of teachers� behavior in educational interactions at school; 2) curriculum adjustment; and 3) the implementation of learning by applying the methods of demonstration and habituation, especially for the materials of worshiping practices.Keywords: Strategies, Islamic Education Learning, Children with Special Needs

Wczesnoszkolna edukacja matematyczna. Perspektywa holistyczna

Holistic education is a concept whose assumptions speak of the whole educational interactions of an exogenous and endogenous nature. The text postulates the thesis that it is possible to view the various areas of knowledge, including mathematics, holistically. Two views show arguments that confirm this possibility. The need to adapt mathematical education to students’ cognitive levels, work in small groups or openness to beauty, as well as fascinating examples of mathematical descriptions of phenomena in nature are basic needs of early classes math education. They also develop competencies relevant to the holistic approach to education, enabling the building of coherent mathematical knowledge in the minds of students and their understanding of the mathematical nature of the world.