SOCIAL PROTECTION OF STUDENTS IN UKRAINE: A RETROSPECTIVE ANALYSIS

During the second part of the twentieth century. in Ukraine, systemic signs of social protection of students of general secondary education have been formed. Thanks to the joint efforts of the state and the public, comprehensive education funds, boarding schools, extended day groups, transportation of children to school, food, conditions for the development, education and training of various categories of children through the opening of boarding schools, extended day schools, sanatoriums and boarding schools , special schools and boarding schools.

The Content of the Technology of Junior Pupils’ Information and Digital Competence Formation in the Process of Social and Pedagogical Communication

The article considers the problem of constructing the content of pedagogical technology, which enables the implementation of the process of junior pupils’ information and digital competence formation. It is proved that socio-pedagogical communication, which is carried out within the school environment, has a special impact on the child of primary school age, as activities related to learning are leading and gaining importance in the context of the social role of the schoolchildren. The author's definition of pedagogical technology of junior pupils’ information and digital competence formation in the process of social and pedagogical communication is presented. The main forms of work with parents within the framework of pedagogical technology are distinguished: training sessions «Child in the digital world», «How to protect a child from crimes on the Internet»; parent meeting (acquaintance with the basic requirements for information and digital competence of schoolchildren, with the rules of using gadgets at school, discussion of children's achievements, expectations of parents, etc.); conversations (discussion of digital barriers, advantages and disadvantages of global digitalization, the impact of modern digital technologies on the socialization of children, including in the context of social interaction with adults and peers, etc.); consultations. The main forms of realization of pedagogical technology for junior schoolchildren are allocated: class hours in the form of conversation which can include elements of quizzes, competitions, games, etc.; extended day groups, group work (sections, clubs, creative associations); master classes, for example, on creating your own images in the form of drawings and creative processing of finished images (in Paint, Freshpoint); mass school events (thematic evenings, days and weeks), creative group projects; extracurricular activities (visits to cinemas, museums, excursions, etc.).

Peculiarities of Agility Development in Children of Primary School Age in Groups of the Extended Day

The article is devoted to the study of the problem of agility development in children of primary school age at physical education classes in extended day groups. The aim of the article is to develop and experimentally substantiate the methodology of developing agility in children of primary school age in groups of extended day by means of moving games. To achieve this goal, the following research methods were used: analysis of scientific and methodological literature, pedagogical observation, testing the level of agility, pedagogical experiment, methods of mathematical statistics. In the process of studying and analyzing the scientific and methodological literature, it has been determined that the additional use of moving games at physical education classes in extended day groups has a positive effect on the development of agility in primary school pupils. Also, the analysis of existing programs and methods for conducting physical education classes in extended day groups showed that they are small and outdated and need scientific justification. For a predetermined and targeted impact on the agility development in primary school pupils at physical education classes in groups of extended day was developed the author’s methodology, which took into account: the content of the school curriculum in physical education for primary school children, age, gender, fitness level, pupils’ desire to attend physical education classes. To experimentally substantiate the developed methodology, a pedagogical experiment was conducted, the results of which indicate the effectiveness of the author’s methodology for the agility development in children of primary school age at physical education classes in extended day groups.

Development of senior preschool children’s readiness for social orientation in the organizations of additional education

This paper considers development of senior preschool childrens readiness for social orientation in the organizations of additional education. On the basis of psychological and pedagogical literature analysis the authors substantiate key concepts of the research and consider possibilities of additional education organizations for social activities development. The concept of readiness for social orientation is defined in the logic of socio-cultural, systemic, activity, anthropological approaches and is characterized as a property of the individual, allowing to design an indicative basis of social and household activities and implement all its types. In this paper additional education is considered as a tool for the development of socially significant qualities of the individual, providing social adaptation to the pace of social and technological change. The organization of additional education for preschool children ensures the unity of the processes of education, training and development of the child. The paper presents the results of designing the substantive and procedural aspects of social orientation readiness development. The experimental research was conducted on the basis of the Extended Day Centre in the Mordovian State Pedagogical Institute named after M.E. Evsevyev. In this organization there is a developing educational environment where a complex interaction of experts (teacher-psychologist, teacher-speech therapist, social teacher, teacher-defectologist) provides equal starting opportunities for all children of preschool age in the aspect of social and household adaptation. The study showed that the developed content of the program circle with a focus on social orientation, implemented with preschoolers in the individual and group form of developing methods and means of training, provided the dynamics of mastering the readiness for social activities.

How to Make Additional Time Matter: Integrating Individualized Tutorials into an Extended Day

Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The unanticipated implementation of this initiative and the school's admissions lottery allow me to use two complementary quasi-experimental methods to estimate program effects. I find that providing students with daily tutorials that are integrated into the school day and taught by full-time, recent college graduates increased achievement on tenth-grade English language arts exams by 0.15–0.25 standard deviations per year. I find no average effect in mathematics beyond the large gains students were already achieving, although quantile regression estimates suggest the tutorials raised the lowest end of the achievement distribution in mathematics.