scholarly journals Emotional intelligence of generation Z adolescents as a factor in the development of their personal agency

2021 ◽  
Vol 51 (3) ◽  
pp. 247-260
Author(s):  
Tatiana A. Antopolskaya ◽  
◽  
Victor I. Panov ◽  
Alexander S. Silakov ◽  
◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
General Education ◽  
Developmental Process ◽  
Personal Agency ◽  
Creative Development ◽  
Cultural Conditions ◽  
Generation Z ◽  
Integrative Level ◽  
Gender Characteristics ◽  
Additional Education

The relevance of the research is associated with modern changes in the process of the formation of personal agency of generation Z adolescents. An important factor in this process is the development of their emotional intelligence in the environment of additional education. The aim of the study was to study the characteristics of the emotional intelligence of adolescents and its influence on their personal agency. 110 adolescents aged from 13 to 14 years old, 55 girls and 55 boys, took part in the experimental study, which was held at the Center of Creative Development "Dialogue" in Kursk (the Russian Federation). In the course of the study, an additional program of general education "Social testing ground" was implemented, aimed at creating of the conditions for the adolescents’ development of personal agency and its "Socio-communicative module" at the intensification of their emotional intelligence formation. Based on the results of experimental work, it became known that during the developmental process of personal agency, adolescents can reach its various stages. 4% of them have reached the "Observer" stage, 17% – "Learner", 50% – "Apprentice", 24% – "Master" and 5% – "Creator". The development of individual indicators of emotional intelligence has gender characteristics. Girls have better developed recognition of other people's emotions, boys have better control over their own emotions (p <0.01). At the same time, their integrative level of emotional intelligence is quite close. There is a need to develop the emotional intelligence of adolescents for the successful formation of their personal agency and socialization in modern social and cultural conditions.

scholarly journals PERSONAL AGENCY OF MODERN ADOLESCENTS: RESEARCH RESULTS

2021 ◽  
pp. 6-9
Author(s):  
T. Antopolskaya ◽  
A. Silakov
Keyword(s):  
Social Interactions ◽  
Personality Characteristic ◽  
Personal Agency ◽  
Internet Resources ◽  
Generation Z ◽  
Theoretical Approaches ◽  
Self Development ◽  
Social Communicative ◽  
Additional Education

The article presents the results of a study carried out by a team of specialists for two years. It is devoted to the study of the role of the socially enriched environment of additional education in the development of personal agency of generation Z adolescents. Various theoretical approaches to understanding the phenomenon of are analyzed, and the author's view of its structure is presented. Personal agency is considered as an integrated personality characteristic, which manifests itself in the personality's ability to self-organization and selfrealization, to build a system of effective social interactions and moral and value relationships with people around and aimed at realizing the activity-related need for self-development and world-creation. It singles out such components as social-individual, social-communicative, social-interactive, social-moral. To diagnose the level of development of these components of personal agency, a complex of psychodiagnostics techniques is proposed. In the course of the experiments, it was shown that, in comparison with adolescents who are not included in the activities of the additional education system, adolescents participating in it demonstrate a greater focus on socially oriented activities, they have a better idea of their future profession, the ability to take responsibility for their actions. They work more effectively with information obtained from Internet resources, demonstrate a higher level of self-government in communication, and are more active in interacting with others. Altruistic attitudes are more common among them; in the hierarchy of life values, independence is given a high value.

КОНФЛИКТОГЕННЫЕ ЗОНЫ В СИСТЕМЕ СРЕДНЕГО ОБРАЗОВАНИЯ НА ЭТАПЕ РЕАЛИЗАЦИИ НАЦИОНАЛЬНОГО ПРОЕКТА: РЕГИОНАЛЬНЫЙ АСПЕКТ

2020 ◽  
Vol 15 (2) ◽  
pp. 81
Author(s):  
Л. М. Низова ◽  
К. С. Виногорова
Keyword(s):  
General Education ◽  
Education System ◽  
School Library ◽  
Social Infrastructure ◽  
Financing System ◽  
Conflict Zones ◽  
National Project ◽  
Education Management ◽  
The Creation ◽  
Additional Education

The priorities and problems of the implementation of the national project “Education” at the level of a comprehensive school in the region are investigated. The factors of the origin of conflict zones and types of conflicts based on the analysis of contradictions of the opinions of scientists are revealed. The role of unity and struggle of opposites as a phenomenon of overcoming conflicts is determined. Based on the author’s monitoring of the education management system in the Mari El Republic, the positive and negative dynamics of the number of educational organizations studying in them and in the system of additional education over the past five years, the enrollment of students in specialized education, as well as the dynamics of participants in the regional and final stage of the All-Russian Olympiad of schoolchildren were revealed. Particular attention is paid to the study of the state of modernization of the regional system of general education in the framework of the national project, highlighting such priorities as computerization, replenishment of the school library stock, improving the quality of education and developing the personnel potential of the industry. According to the authors, the resolution of such problems as the creation of effective mechanisms for financing educational services in organizations with a weak social infrastructure, the availability of high-quality education, the low attractiveness of working conditions and the level of salaries of teachers, and others remain incomplete. To eliminate them, it is necessary to apply such measures as the further development of innovative forms of the education system, the strengthening of interdepartmental bodies and organizations to increase the educational needs of the population, the creation of a specialized financing system for the modernization of educational institutions, as well as the increase in the level of professionalism of teachers. Their actualization at the present stage contributes to the reduction of conflict zones in the education system.

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.

Directions of robotics in the system of basic and additional education of children

2021 ◽  
pp. 44-48
Author(s):  
T. V. Barakina
Keyword(s):  
General Education ◽  
Basic Education ◽  
Autonomous Robots ◽  
Educational Process ◽  
Educational Robotics ◽  
Number Of Children ◽  
Children And Parents ◽  
Modern System ◽  
Basic Concepts ◽  
Additional Education

The article reveals the basic concepts associated with robotics: robot, manipulative and mobile (autonomous) robots, robotics. The main directions of the implementation of robotics in the system of basic and additional education of children are considered: educational, competitive, design. The stages of the implementation of the direction of educational robotics, the approximate structure of a lesson in teaching children robotics are presented. The features of the organization of some competitions in robotics, types of tasks for tournament participants, organizational stages are described. The characteristics of the project direction in robotics, the approximate structure of the student's project are given. The importance of each of the considered directions of teaching robotics for the development of the student, its place in the system of general education and the system of additional education is indicated.All three described directions of robotics are in demand among children and parents, teachers, but, despite this, most often only competitive and creative design is implemented in the system of additional education. Unfortunately, in this case, a large number of children capable of robotics may not be identified for objective reasons, and, therefore, lost to engineering professions in the future. Thus, the modern system of basic education faces an acute task of introducing elements of educational robotics into the educational process.

scholarly journals Implementation of gender characteristics of schoolchildren in the physical culture lesson

KANT ◽  
2020 ◽  
Vol 37 (4) ◽  
pp. 405-409
Author(s):  
Yulia Zhuravleva ◽  
Evgeniya Yaroshenko ◽  
Marina Astakhova
Keyword(s):  
Physical Education ◽  
Gender Roles ◽  
Physical Exercise ◽  
General Education ◽  
Careful Analysis ◽  
Educational Process ◽  
Physical Culture ◽  
Gender Characteristics ◽  
The Creation

The article presents the results of the study, the purpose of which was to design a lesson of physical culture taking into account gender characteristics of schoolchildren, which is based on the basic provisions of the tender approach. The results obtained during the pedagogical experiment and interpreted through careful analysis clearly demonstrate the significant advantages of such an organization of physical exercise. The study shows the importance of mainstreaming gender roles of schoolchildren, which necessitates the creation of special conditions for the organization of physical education lessons in General education. In addition to the above, this article presents specific results obtained during the implementation of the pedagogical experiment aimed at the development of motor creativity in schoolchildren in the organization of the educational process based on the gender characteristics of students.

scholarly journals Neuro Pedagogical Fundamentals of Preschool and Primary School Children Emotional Intelligence Development

2021 ◽  
Vol 12 (4) ◽  
pp. 278-296
Author(s):  
Tetiana Kotyk ◽  
Viktoriia Sichka ◽  
Viktoriia Ragozina ◽  
Svetlana Vasilieva ◽  
Nataliia Havrysh ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
School Children ◽  
Emotional Development ◽  
Emotional Reactions ◽  
Primary School Children ◽  
Full Development ◽  
Gender Characteristics ◽  
Intelligence Development ◽  
The Brain

The discussion of psychologists and physiologists on the work of the brain as the center for the formation of emotions and feelings, the center of memory and planning of future actions has been highlighted. Taking into account the main provisions of neuroscientists’ works, the gender characteristics of the emotional reactions of boys and girls have been revealed in accordance with differences in the structure and work of their brains. This gave the grounds for the conclusion that in order to form the correct behavior of the child in society, it is necessary to enhance his interaction experience in it, develop strong-willed efforts and ensure the full development of a rational brain. of The vast majority of junior schoolchildren need to have their level of emotional intelligence to be corrected. The main source of intellectual, moral and aesthetic feelings as components of the emotional intelligence of preschool and primary school children is gaming and educational activities, during which all kinds of feelings that affect the children’s adaptation to the new living conditions are being developed. If a child does not reach a sufficient level of emotional development by the age of 10-11, which is distinguished by the greatest plasticity of the cerebral cortex and almost unlimited intellectual capabilities, then at the later age his life cannot be successful and comfortable due to numerous misunderstandings with himself and others, close and strangers.

The formation of the socio-moral component of the personal agency of a teenager in the environment of additional education

2020 ◽  
Author(s):  
T. A. Antopolskaya ◽  
◽  
A. S. Silakov
Keyword(s):  
Social Responsibility ◽  
Social Environment ◽  
Enriched Environment ◽  
Controversial Issues ◽  
Personal Agency ◽  
Component Structure ◽  
The Social ◽  
The Individual ◽  
Additional Education

The article reveals the problem of formation of the socio-moral component of the personal agency of a teenager in the environment of additional education. It considers the theoretical aspects of this problem. The attention is paid to the understanding of personal agency, its connection with the conditions of the social environment during the teen years. The component structure of personal agency is given. The article also describes the methods and results of the study of the socio-moral component of the personal agency of adolescents. It deals with the controversial issues of the formation of the individual components of personal agency: social responsibility and moral-axiological attitude to the subjects of the social environment. The attention of the reader is drawn to the potential of a socially enriched environment of additional education for the formation of the personal agency of modern adolescents.

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