CHILD DEVELOPMENT OPPORTUNITIES IN PRESCHOOL PEDAGOGICAL EDUCATIONAL PROCESS

2015 ◽  
pp. 33
Author(s):  
Anna Līduma
Keyword(s):  
Child Development ◽  
Preschool Education ◽  
Further Education ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Health Staff ◽  
Educational Work ◽  
Education Development ◽  
Insight Into

The article analyzes the preschool educational work. The preschool education dynamics in 5 – 7 olds‟ compulsory preparation opportunities for school in preschool institutions and schools are compared. The opportunities of the holistic child development facilitation at the preschool educational institutions and in the preschool classes at the interests education institutions are characterized. An insight into development of the preschool education content is provided. Responsibility for the child readiness for school by teachers, parents and medical health staff is focused on. An insight into the preschool pedagogical process at x primary school is provided. The necessity for balance in theory and practice is pointed out for the accomplishment of mobile work at teachers‟ further education development at preschool. Conclusion is drawn that the adult support is significant in promotion of the child development

scholarly journals Implementation of the program of valeological service «Сenter for healthy child development» at school

2020 ◽  
Vol 26 (4) ◽  
pp. 76-81
Author(s):  
S. A. Pavlova
Keyword(s):  
Child Development ◽  
Healthy Child ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Institutions ◽  
Educational Work ◽  
Teachers And Students ◽  
Mechanisms Of Formation ◽  
The Creation ◽  
Psychological Educational

The article is devoted to an actual pedagogical problem the creation of new valeological directions and services in the organization and content of education in educational institutions. The creation and establishment of the valeological service in educational institutions significantly expands the opportunities for continuing education of valeopedagogics. The modern education system needs qualified specialists who are prepared to work in the valeological service, which can be divided into medical, psychological, educational and social. The content of the activities of the valeological service may include preventive, correctional, diagnostic, educational, coordination, experimental, scientific and methodological, information and educational work. A modern educational institution is obliged to help every child maintain and develop health this is a priority and urgent problem of pedagogy. The proposed program of the valeological service Сenter for healthy child development, experimentally created and implemented in the work of schools in Ulan-Ude by teachers and students of the Pedagogical Institute of the Buryat State University, will help solve this problem. Considerable attention is paid to the mechanisms of formation, preservation, and health promotion of participants in the educational process. This view will be of interest to teachers of higher and secondary schools, students, and specialists in the field of valeological education

System of prevention of deviant behavior of students in professional educational organizations using means of physical recreation

2020 ◽  
pp. 65-71
Author(s):  
Sergey I. Sylka
Keyword(s):  
Deviant Behavior ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Educational Organizations ◽  
Constructive Development ◽  
Prevention System ◽  
Physical Recreation ◽  
Operational Criteria ◽  
High Level

We raise the problem of preventing deviant behavior of students in secondary professional educational organizations. The relevance of the research topic is due to the need to resolve the contradiction between the society’s need for training healthy specialists in physical, mental and moral aspects and the high level of deviant prevalence among adolescents and students, as well as insufficient study of the potential of physical and recreational activities as a way to prevent students’ deviant behavior. The purpose of the study is the justification of the prevention system of deviant behavior of students in secondary professional educational institutions using means of physical recreation. We use theoretical and empirical research methods, the leading place among which is occupied by the analysis of the state of the problem in pedagogical theory and practice, as well as a pedagogical experiment. It is established that the proposed system should include tar-geted, substantive, operational, criteria and evaluative, resultative components and be implemented with the inclusion of the main participants in the educational process. All forms of motor activity of students in the educational process, contributing to the constructive development of their personality, were classified as means of physical recreation. A significant place in the developed system is reserved for training complexes, differentially used depending on the level of manifestation of students’ deviation. It is proved that the effectiveness of the prevention system of deviant behavior of students in secondary vocational educational institutions using means of physical recreation is achieved by implementing a set of pedagogical conditions: organizational, stimulating, methodic and the conditions of the theoretical, psychological and technological preparedness of teachers for this kind of activity.

Culture and Mentality-Related Specifics of Implementation of the ‘Law on Counteracting Bullying’ in the Environment of Educational Institutions

2020 ◽  
Vol 9 (3) ◽  
pp. 755
Author(s):  
Vitalii I. BOCHELIUK ◽  
Valentyna V. NECHYPORENKO ◽  
Olena L. POZDNIAKOVA ◽  
Yuliia S. SILIAVINA ◽  
Oleg O. KYRBIATIEV
Keyword(s):  
Best Practices ◽  
Bullying Prevention ◽  
Educational Process ◽  
Impact Factors ◽  
Educational Institutions ◽  
Educational Work ◽  
Pedagogical Tools ◽  
Learning Abilities ◽  
The Law ◽  
Survey Questionnaires

Abstract: The article sought to analyse the pedagogical instruments capable to bring change in culture and mentality-based perception of bullying among stakeholders of the educational process with the purpose of implementation of the Law ‘On Amendments to Certain Legislative Acts of Ukraine on Counteracting Bullying (Harassment)’ in the environment of educational institutions. This study used theoretical methods: analysis of scientific, pedagogical and regulatory sources in order to distinguish the gaps and areas to study in this particular problem, analysis of domestic and foreign best practices; empirical methods: diagnostic: survey questionnaires; statistical methods: quantitative analysis of the results of the survey questionnaires. The statistical data the authors obtained as a result of a survey of students from four schools prove that the problem of bullying in Ukrainian educational institutions is partially caused by socio-cultural and mental impact factors. Examples of overseas best practices in addressing the problem of bullying prevention in educational institutions, which can be adapted to the realities of Ukrainian educational institutions, include further outlined role-pays: ‘School Anti-Bullying Court’ and ‘Shuttle Diplomacy’ and the ‘Student Support Service’ model. Bullying is, to a large extent, a socio-cultural and mental problem of Ukrainian society, capable of dramatically affecting students’ learning abilities and their socialisation. Pedagogical tools to be used to deal with the above problem might be (a) regular anonymous interviewing of students about cases of violence; (b) teachers' educational work with children and parents on the problem of bullying; (c) involvement of the students in the development of rules of conduct; (d) teachers supervising schoolchildren after school hours; (e) teacher training (professional upgrade) for pedagogical, psychological and legal strategies for bullying prevention among students.

Features of Competence System Standardization of the Methodists of Municipal Methodical Service in the Present Conditions of Education Development

2016 ◽  
Vol 4 (5) ◽  
pp. 61-63
Author(s):  
������ ◽  
Olga Vasina
Keyword(s):  
Professional Education ◽  
Professional Competence ◽  
Low Cost ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Education Development ◽  
The Difference ◽  
Main Activity ◽  
Competence System

The article contents the problems of the organization of present methodical service: the different interpretations of the activities, objectives, tasks, various forms of institutions offering information and methodological support of the educational process, regarding aspects of finance - state-owned, independent, low cost, as well as on the main activity - educational institutions of additional professional education or not. The article presents the results of the analysis of the structures and functioning of municipal methodical service of Russia. The difference in the interpretation of municipal methodical service determines the organization of the Methodist work blurring. The article offers solution to according problem by standardizing the professional activity of municipal methodical service, process of methodological support of educational activities, professional paths of Methodists based on standardization of Methodists competences. The article proposed a system of professional competence of the present Methodist of municipal methodical service.

Extracurricular Activities As a Sphere of Social and Pedagogical Partnership in the Interaction of the General and Supplementary Education in the Terms of Introduction of the FSES

2017 ◽  
Vol 5 (2) ◽  
pp. 28-34
Author(s):  
������� ◽  
I. Ivanova
Keyword(s):  
Extracurricular Activities ◽  
Network Performance ◽  
Professional Competence ◽  
Practical Importance ◽  
Further Education ◽  
Educational Process ◽  
Performance Criteria ◽  
Educational Institutions ◽  
City Region ◽  
Supplementary Education

The article is based on the description of the author�s vision of designing a network of educational interaction in the context of socio-pedagogical partnership between the general and further education in line with the realization of extracurricular activities in the conditions of the introduction of the FSES. The paper describes the stages of a network between educational institutions and supplementary education in the fi eld of extracurricular activities teaching, the content of which need a good idea of planning to become a party to the educational network. Performance criteria of socio-pedagogical partnership in the interaction of the general and supplementary education in the conditions of the introduction of the FSES is the availability of functioning network interaction of educational institutions for the implementation of extracurricular activities in the framework of the FSES, involving teaching, psychological and pedagogical, professional, material and technical resources of educational institutions of diff erent levels; development and implementation of educational programs extracurricular activities FSES-based schools; positive dynamics of development of students involved in extracurricular activities; enhance the professional competence of teachers involved in networking through the organization of extracurricular activities in the Context of the FSES. Socio-pedagogical collaboration between the general and further education, the diff erent models of networking between educational institutions in the conditions of the introduction of the FSES helps to provide opportunities for the development of each child on a variety of activities taking into account the orientation of the individual; eff ective organization of extracurricular activities of students in the development of the FSES; empowerment to improve the professional competence of school teachers; meet the requests of professional participants in the educational process. Perspective and practical importance of this activity, which can be called innovative in the light of the modernization of education is the ability to design and realization of diff erent models of network of educational interaction in the framework of the extracurricular activities of students in the conditions of the introduction of the GEF in the educational space of city, region.

Health-Saving Technologies at a Preschool Institution

10.12737/4671 ◽  
2014 ◽  
Vol 3 (3) ◽  
pp. 52-53
Author(s):  
Алиева ◽  
S. Alieva
Keyword(s):  
Preschool Education ◽  
Good Health ◽  
Kindergarten Teachers ◽  
Educational Process ◽  
Educational Institutions ◽  
Important Goal ◽  
Teachers And Parents

Good health and health conservation are among the most actual issues as of today. Health-saving technologies designed for preschool educational institutions are aimed to achieve the most important goal of preschool education — to conserve, promote and enhance health of kindergarten educational process subjects: the children themselves, as well as kindergarten teachers and parents.

scholarly journals PROBLEMS RELATED WITH IMPLEMENTATION OF ECONOMIC SPECIALTY PROGRAMS IN PEDAGOGICAL HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 54 (4) ◽  
pp. 39-49
Author(s):  
O.N. VLADIMIROVA ◽  
◽  
G.S. GAVRILCHENKO ◽  
O.V. CHASHCHINA ◽  
Keyword(s):  
Secondary School ◽  
Career Guidance ◽  
Economic Education ◽  
Educational Process ◽  
Theory And Practice ◽  
School Level ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
State And Local

Statement of the problem. The highest degree of relevance of economic education in the dynamics of the development of the “new economy” in the country requires modern approaches to the formation of a creative personality, both teachers and students who are able to understand the depth of relations among economic entities. Reference to bibliographic sources shows that the problems of teaching economic disciplines in the preparation of bachelors in pedagogical universities are practically not covered in scientific and periodical literature. The purpose of the article is to identify and systematize the problems of organizing and implementing career guidance activities and the educational process of training bachelors in the direction of 44.03.01 Pedagogical education, Economic specialty. The methodological basis of the research is represented by a combination of general scientific and special methods. As a theoretical basis, the provisions of economic theory and psychological theories are used. Research results. The authors focus on the role and importance of economic education, highlighting blocks of system-wide and specific problems in the preparation of bachelors, show the need to improve the relationship between theory and practice, increase the requirements for teaching economic disciplines through improving organization of the educational process at the secondary school level, and improving the quality of methodological components. The results of the analysis of a teaching process allow us to state that in general, the status of a teacher in the country is underestimated, there is no unity of interests between the labor market and higher education, and the practical orientation of economic education is insufficient. Conclusion. It is possible to solve the problems of implementing economic programs in pedagogical higher educational institutions at the state and local levels. It is necessary to develop a unified concept of economic education, covering the triad of preschool institutions-secondary school-university, to coordinate and use the capabilities of the administrative building.

scholarly journals Introduction of means of rhythmic gymnastics in the process of Physical Education at the institutions of preschool education in order to form the movements culture in children of senior preschool age

2021 ◽  
pp. 18-23
Author(s):  
Lilia Gonchar
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Educational Programs ◽  
Educational Process ◽  
Preschool Age ◽  
Educational Institutions ◽  
Head Turn ◽  
Internet Resources ◽  
Rhythmic Gymnastics ◽  
Research Analysis

It’s a well- known fact that beautiful and correct movements are formed in the young age. In the future on this basis it will be easy to master more complex movements and actions, including sports. Purpose of the research. On the ground of analyzed literature we are to determine the means of rhythmic gymnastics, which are aimed at the formation of movements culture and to develop the program of PT classes of 5-6 years old children in conditions of institutions of preschool education of Ukraine. Methods of the research: analysis of scientific and methodical literature, Internet resources and educational programs, and pedagogical supervision of the educational process in several preschool educational establishments and in the sport school of Olympic reserve in rhythmic gymnastics. The research results. We analyzed 6 kindergarten programs. One of the tasks is the development of the ability to correctly use the acquired motor experience in independent motor activity. In our opinion, it is the means of rhythmic gymnastics that will be effective for solving this problem. Among the variety of means of rhythmic gymnastics we offer to identify basic and auxiliary ones, as the most effective for the formation of movements culture of preschool children in conditions of preschool education. Music and motor games improve the emotional background of the lesson, aesthetic behavior of preschoolers and creative skills. Summary. So Rhythmic gymnastics exercises is a universal means for forming the culture of movements of preschoolers because this sport has aesthetic and technical components of performing exercises, namely beautiful posture, beautiful head turn, and the ability to perform movements together and gently. Prospects for further research. To develop a set of exercises for the formation of a "culture of movements" for senior preschool children with the use of means of artistic gymnastics in the conditions of preschool educational institutions.

scholarly journals Pedagogical discourse of curriculum development based on the orientation of educational practice

2021 ◽  
Vol 16 (1 (30)) ◽  
pp. 57-76
Author(s):  
Šejla Bjelopoljak ◽  
Arijana Midžić
Keyword(s):  
Education Reform ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Educational Practice ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Pedagogical Discourse ◽  
Teaching Goals ◽  
Teaching Content

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.

scholarly journals SYNCHRONIZATION OF COMPETENCIES OF PRESCHOOL AND PRIMARY EDUCATION AS A REQUIREMENT OF NOWADAYS

2021 ◽  
pp. 473-476
Author(s):  
Oksana Yastrub
Keyword(s):  
Primary School ◽  
Primary Education ◽  
State Standard ◽  
Preschool Education ◽  
The State ◽  
Educational Process ◽  
Basic Component ◽  
Educational Institutions ◽  
Normative Documents ◽  
Preschool Period

The relevance of the study is due to the priority of the principles of continuity and prospects of modern education, compliance with which will ensure the holistic formation of personality during all years of study in educational institutions. Maintaining continuity with the preschool period of childhood, primary school ensures the further development of the child's personality, its physical, intellectual, social development; forms the value attitude to the state, native land, Ukrainian culture, health, ability to creative expression, critical thinking and more. Emphasis is placed on the need to synchronize the basic provisions of preschool and primary education, as bringing the content, forms and methods of formation of preschoolers' competencies in line with the requirements for personality set by the reform of the New Ukrainian School. The purpose of the article is to determine the main aspects of synchronization of preschool education with primary for the holistic formation of the child's competencies. In the process of scientific research methods of analysis, synthesis, generalization, systematization, inferences and comparisons were used to determine the main competencies and their synchronization with such normative documents as the Basic component of preschool education and the State standard of primary education. The competencies defined by the Basic component of preschool education and the State standard of primary education, built in accordance with the requirements of the Concept of the new Ukrainian school, have been synchronized. In the process of comparative analysis it was noted that each of the competencies of the Basic component of preschool education is defined by the competence in the State standard of primary school, which characterizes the continuity and prospects of preschool and primary education. Since the leading activity in preschool is play, the basic component is the formation of game competence, and in the primary school the educational process is built through play.

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