scholarly journals Features of Social and Communicative Development of Children Brought up in Different Age Groups of Pre-School Educational Institution

2020 ◽  
pp. 8-11
Author(s):  
Olga Viktorovna Bodenova
Keyword(s):  
Interpersonal Relationships ◽  
Negative Impact ◽  
Educational Institution ◽  
Age Groups ◽  
Educational Institutions ◽  
Rigid Fixation ◽  
Educational Work ◽  
Communicative Development ◽  
The Social ◽  
Different Ages

The article describes the results of studying the social and communicative development of preschool children, in particular – the features of interpersonal relationships of children brought up in different age groups of pre-school educational institutions. The studies aim is to identify the features of the sociometric structure of a group of different ages, motives and needs for communication, such communicative qualities as initiativity, selectivity, and stability of communication. Methods of research. The study was conducted in pre-school educational institutions in Petrozavodsk. To test the hypothesis, the following methods were used: sociometric method and the method of involved observation, quantitative and qualitative analysis. Discussion of results. Analysis of the results of the study showed that children in different age groups have specific features of social and communicative development, which may be the result of spontaneous socialization factors. Among the highlighted features there is an incomplete sociometric structure of the pre-school group of different ages, the dominance of pragmatic motivation for communication, the predominance of heterogeneous game groups by gender and age, rigid fixation of positions in communication, and strict normative regulation of interaction between children of different ages. It is concluded that the results obtained can be used to determine the directions of educational work of specialists, manage spontaneous factors of socialization in order to minimize their negative impact on the social development of children.

scholarly journals Legal and civil patriotic education in Russia university as a factor of sustainable development societies

2021 ◽  
Vol 295 ◽  
pp. 05011
Author(s):  
Aleksei Suslov ◽  
Irina Belova ◽  
Elena Litinskaya
Keyword(s):  
Sustainable Development ◽  
Educational Institution ◽  
Educational Activity ◽  
Educational Institutions ◽  
Educational Work ◽  
Patriotic Education ◽  
Higher Educational ◽  
Technological University ◽  
Goals And Objectives ◽  
Mass Events

The article analyzes the problem of forming patriotism and citizenship during the period of students ’ education in higher educational institutions. Educational work is considered as an integral part of the educational activity of a higher educational institution. The goals and objectives of legal and civil patriotic education, its role in the formation of a fullfledged citizen and patriot of their country are formulated. The article reveals the successful experience of individual educational institutions in organizing mass events of a civil-patriotic orientation among students, as well as the difficulties and problems in conducting them. Special attention is paid to the experience of the Kazan National Research Technological University.

Development of Parental Narrative Input

1996 ◽  
Vol 6 (3) ◽  
pp. 253-280 ◽  
Author(s):  
Anat Stavans
Keyword(s):  
Picture Book ◽  
Age Groups ◽  
Developmental Model ◽  
Developmental Pattern ◽  
Developmental Trend ◽  
Functional Aspects ◽  
The Social ◽  
Different Ages ◽  
Parental Narrative ◽  
Developmental Traits

Abstract The purpose of this study was to investigate the narratives of parents addressed to their children of different ages. The study had two major aims: first, to describe the formal and functional aspects and relationships in these Hebrew-speaking parents' narratives; and second, to describe the social-interactional exchanges that take place in the parental storytelling activity and trace a developmental pattern in such interactions. Using the Frog, Where Are You? picture book (Mayer, 1969), 75 monolingual Hebrew-speaking parents were asked to tell the story to their children (child's age groups: 3, 4, 5, 6, and 7+ years old) in their homes. Sessions were recorded by the parents. The stories were transcribed and coded by two independent raters. The findings show that the parental narrative input to which children are exposed at various ages is different. There is a developmental trend in this input in terms of structure and interaction. As far as structure is concerned, parental narrative input shows similar developmental traits to those observed in the narratives produced by children of the same age groups. As far as the interactional aspect of the parental narrative input, a three-stage developmental model of the socio-interactional nature of the input is proposed.

scholarly journals A Survey of Women's Social Representations of Aging and Rejuvenation

2007 ◽  
Vol 10 (1) ◽  
pp. 104-114 ◽  
Author(s):  
Maria Cristina Triguero Veloz Teixeira ◽  
Flávio Maciel Settembre ◽  
Solange Bezerra Leal
Keyword(s):  
Focus Group ◽  
Health Risks ◽  
Social Representations ◽  
Age Groups ◽  
Social Representation ◽  
Analysis Software ◽  
Lexical Analysis ◽  
The Social ◽  
Different Ages ◽  
Group Technique

The goal of this work was to analyze the social representations that women of three different age groups had about aging, rejuvenating, and methods of rejuvenation. The research was performed in São Paulo between 2004 and 2005. The participants of this research were three groups of women of different ages: 19 to 24 years, 25 to 35 years, and over 60 years. The data were collected by the focus group technique. Data was analyzed using the lexical analysis software ALCESTE 4.5. The main results show a social representation of aging centered on losses and gains. The subjects appraised the possibility of using rejuvenating methods only when it was extremely necessary, because of the health risks that most of them involve. The three groups agreed about natural methods of rejuvenating instead of resorting to invasive methods.

scholarly journals The readiness of pedagogical personnel to realize the inclusive education in general educational institution

2015 ◽  
Vol 2 ◽  
pp. 142
Author(s):  
Aija Kondrova ◽  
Rita Orska
Keyword(s):  
Inclusive Education ◽  
School Teacher ◽  
Educational Institution ◽  
Work Conditions ◽  
Comprehensive School ◽  
Educational Institutions ◽  
Academic Achievements ◽  
The Social ◽  
Culture Environment ◽  
Individual Needs

The dilemma between general pedagogical offer and individual needs of every student has been topical in all ages and now, too. An inclusive education now has been considered a new hope and a possible solution for the pedagogical dilemma – how to provide educational and development necessities of every child at comprehensive school. Teacher is a crucially essential person in the practice of inclusive education. The teachers mostly have to be professionally competent in order to reveal varied necessities, individual academic achievements, the social and culture environment, where these students live, of every student; and it provides an opportunity to find out how to facilitate academic achievements of every student most efficiently. The research reveals the work conditions of Latgale region teachers through the implementation of inclusive education at educational institutions of different level.

scholarly journals ORGANIZATION OF THE EDUCATIONAL PROCESS OF UNIVERSITIES OF TECHNICAL SPECIALTIES IN THE COUNTRY OF TRENDS OF THE SOLUTION OF THE HUMANITARIAN-CULTURAL ENVIRONMENT AMONG STUDENT YOUTH.

2020 ◽  
Vol 2 ◽  
pp. 36-42
Author(s):  
Iryna Chernikova
Keyword(s):  
International Relations ◽  
Educational System ◽  
Professional Education ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Institutions ◽  
State Institutions ◽  
Life Problems ◽  
The Social ◽  
Self Development

The connection of Ukraine with the world and European community implies a focus on the Person, his/her spiritual education, upbringing of value attitude to the social environment and him/herself, with a thorough education and deep knowledge, the ability to successfully solve his/her own life problems, readiness to take on the responsibility conditions of international relations, capability of self-development and self-improvement, responsibility for other people. This fundamental approach requires a rethinking of the process of education in universities with a technical profile of training specialists, and in general in the educational system of the state. The problem of development of the Concept of educational system of the modern higher technical educational institution for today and the necessity of finding effective ways of formation of world outlook positions and values landmarks of the student youth on the basis of spiritual, moral and cultural bases of life of the Ukrainian people, coordination of interaction of educational institutions of professional education, state institutions are considered.

scholarly journals Role of free choice disciplines in the formation of applicants of higher education "soft skills"

2021 ◽  
Keyword(s):  
Higher Education ◽  
Free Choice ◽  
Soft Skills ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Educational Work ◽  
Higher Educational

The article analyzes the role of free choice disciplines in the formation of universal or functional competencies, which are also called soft skills. It has been proven that mastering soft skills ensures both personal success in life and professional implementation, as well as further career growth of a modern graduate of a higher educational institution. Based on the analysis of scientific sources, the main approaches to defining the essence and classification of soft skills in the works of both domestic and foreign scientists are determined and characterized. The publication analyzes and summarizes the ways of forming soft skills among students in the practice of higher educational institutions of Ukraine. Among them: the creation of a special educational environment, the restructuring of the educational process, which is dominated by such types of learning as project, problem-based, etc.; variety of forms and methods of teaching; extracurricular system, etc. It has been proven that a cycle of selective disciplines or author's courses plays an important role in ensuring the formation of soft skills. A significant place among them is occupied by the course "Pedagogy of Success", which in the 2020-2021 academic year was chosen by applicants for the first (bachelor's) level of higher education. The course is aimed at increasing the productivity of independent educational work and a positive attitude towards it among students of higher educational institutions, equipping them with strategies of self-esteem, the formation of a positive "I-concept"; effective distribution of time (time management); search, evaluation and information processing; active reading; improved memorization; submitting your own educational achievements; communication, ways to ensure personal work ability, etc.

scholarly journals Pedagogy of partnership with social institutions as a significant factor of interaction of participants in the educational process between educational institutions and preschool institutions in the training of future educators

New Collegium ◽  
2021 ◽  
Vol 1 (103) ◽  
pp. 84-89
Author(s):  
S. Bakay
Keyword(s):  
Personal Development ◽  
Educational Institution ◽  
Effective Interaction ◽  
Social Institutions ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Institutions ◽  
Joint Activities ◽  
Effective Form ◽  
The Social

The article considers aspects of pedagogical partnership between participants in the educational process in educational institutions and preschool institutions as an effective factor of interaction. The article analyzes the principles, opportunities and ways of partnership pedagogy as a system of effective interaction between teachers, educators and parents for the purpose of personal development of participants in the educational process. The concepts of "partnership", "partnership pedagogy", "social institutions" in the system of relations between all participants in the educational process (teachers, future educators, employees of preschool educational institutions, parents) are revealed. The paper focuses on the criteria that determine the effectiveness of the idea of developing partnership relations as the most productive system of relations in the context of pedagogical interaction. The article highlights the social and pedagogical partnership as a separate form of social interaction of an educational institution with individuals and the importance of the determining role of a higher educational institution in the implementation of its personal and developmental functions in the training of future educators, which includes family, teachers, and the administration of educational institutions. The article considers the purpose and objectives of social and pedagogical partnership as the establishment of partnership relations between participants in the educational process to determine the value orientations of joint activities and ways to achieve partnership. The issues of organization and social and pedagogical partnership as the most effective form of involving parents in the structure of technology, designing a model of partnership interaction between educational institutions and family in the training of future educators are outlined and justified.

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

scholarly journals Masyarakat dan Eksistensi Madrasah Diniyah

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Wahid Khozin
Keyword(s):  
Social Structure ◽  
Educational Institution ◽  
Educational Institutions ◽  
Social Differences ◽  
Level Of Education ◽  
The Social ◽  
Social Dynamic

As a part of social structure, any educational institution is always changing depending on the social dynamic in a society. in the same manner, madrasah diniyah-as one of the religious educational institutions is also changing due to their environment and social aspiration. in this case, the madrasah existence seems to be depended on what and how social aspiration towards madrasah. madrasah is built and managed by society. social differences-because of difference in gender, age, level of education, and occupation-do not hinder the educational spirit of community to support madrasah diniyah. this paper tries to answer some questions dealing with their existence today. why the community still wants to conserve the existence of madrasah diniyah? how far the social aspiration to conserve and develop the madrasah diniyah as a tool of values cultivation.

scholarly journals The integration in educational system of children with disability - a philosophy and a legal obligation

2015 ◽  
Vol 3 (1) ◽  
pp. 66
Author(s):  
Entela HOXHAJ ◽  
Irma Baraku
Keyword(s):  
Special Needs ◽  
Social Inclusion ◽  
Educational Institution ◽  
Legal Framework ◽  
Educational Process ◽  
Vulnerable Groups ◽  
Educational Institutions ◽  
Children With Disability ◽  
The Social ◽  
The Creation

The increasing fisibility of the children with disability or special needs enhanced the debate and efforts for a new philosohy related to the treatment‎ of disability problematics in general and, especially, to their education. The concept of diasbility has evolved to a model of integration and social inclusion, especially the social ‎inclusion of children with disability in common schools‎. The law 'On the protection from discrimination' prohibits discrimination on grounds of disability, and refusal of registration in an educational institution because of this ground. Furthermore, this law provides the obligation of statal institutions to take positive measures to make possible the enhance of education of vulnerable groups, including children with disability or special needs. These provisions would lack if not accompanied with the creation of a legal framework that explicitly provide for this inclusion philosophy and create the proper mechanisms to make it applicable. It is evident the indispensability of a multi-dimensional treatment of this problematic, that requires also the collaboration of many actors.‎ ‎The innovative stands just in the creation of mechanisms that would make possible such an inclusion. This process requires directors of educational institutions and active and teachers, devoted on the integration of children with disability in every aspect of teaching and educational process.

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