Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-001-8-1-8
A. Sichkar, Yana Matiushynets
The article highlights the features of the development of ideas about a subject-developing environment for children of preschool and primary school age in the pedagogical thought of Ukraine and their transformation under the influence of socio-economic, political, ideological, pedagogical factors (late 19th - 20s of the 20th century) To achieve the goal, to solve the tasks set, a set of research methods was used, namely: historical and retrospective - in order to analyze the priority ideas of domestic teachers on the creation and functioning of a developing environment for children and their implementation into practice; constructive-genetic – for the analysis of goals, objectives, content-methodological support of the dynamics of ideas of a developing environment for children of preschool and primary school age; chronological – to establish the time boundaries of phenomena and processes; hermeneutic – for a new reading and commenting on historical and pedagogical texts; specific historical – for the purpose of analyzing documents on the development of preschool education and primary education in Ukraine in a certain chronological framework. On the basis of the historical and pedagogical analysis of archival documents, narrative sources, theoretical provisions have been determined that relate to the development of ideas about a subject-developing environment in educational institutions of Ukraine: key ideas, periodization and factors influencing their development have been identified; highlights the features of their interpretation by Ukrainian teachers in a certain chronological framework. The historical genesis of ideas about a subject-developing environment is associated with the formation of the theoretical and methodological foundations of preschool education and primary school under the influence of progressive European systems of education (F. Frebel, M. Montessori) and scientific achievements in the field of child anatomy, physiology, and psychology. It was found that the ideas of self-activity and creative self-realization, self-development of a child in a subject-developing environment, control of the process of self-development of a child by introducing him to various types of activities in an environment prepared by the educator remained relevant in a certain chronological framework of the study, but the means of their implementation changed under the influence of social economic, ideological, political factors. During the three socio-political milestones identified by us, namely: ideas about the developmental influence of environments for children (1871-1917); filling developing environments with national content in the years of the UPR (1917-1919); adaptation of the ideas of previous periods to class education (1920-1930), different, of the above factors were dominant and exercised a decisive influence on the formation of pedagogical theory and practice on the organization of a subject-developing environment for children of preschoo
本文着重分析了乌克兰(19世纪末至20世纪20年代)学前和小学学龄儿童主体发展环境思想的发展特点及其在社会经济、政治、思想、教学等因素影响下的转变。为实现这一目标，解决所设定的任务，采用了一套研究方法，即:历史和回顾-为了分析国内教师对儿童发展环境的创造和功能的优先思想及其在实践中的实施;构建-遗传-用于分析目标，目的，内容-方法支持学龄前和小学年龄儿童发展环境的动态思想;时间-建立现象和过程的时间界限;解释学-对历史和教学文本进行新的阅读和评论;具体的历史——为了在一定的时间框架内分析乌克兰学前教育和小学教育发展的文献。在对档案文件、叙述来源进行历史和教学分析的基础上，确定了与乌克兰教育机构学科发展环境思想发展有关的理论规定:确定了影响其发展的关键思想、分期和因素;突出了乌克兰教师在一定时间框架下的解释特征。在进步的欧洲教育体系(F. Frebel, M. Montessori)和儿童解剖学、生理学和心理学领域的科学成就的影响下，学前教育和小学教育的理论和方法基础的形成与学科发展环境思想的历史起源有关。研究发现，自我活动和创造性自我实现、儿童在主体发展环境中的自我发展、通过在教育者准备的环境中引入各种类型的活动来控制儿童的自我发展过程等概念在研究的一定时间框架中仍然是相关的，但它们的实施手段在社会经济、思想政治因素的影响下发生了变化。在我们确定的三个社会政治里程碑期间，即:关于环境对儿童发展影响的想法(1871-1917);在普遍定期审议期间(1917-1919年)，让发展中国家的环境充满国家内容;将以前时期的思想适应于班级教育(1920-1930年)，上述因素中的不同因素占主导地位，并对教育机构中学前和小学适龄儿童的学科发展环境组织的教学理论和实践的形成以及乌克兰境内儿童的家庭教育条件产生了决定性影响。
{"title":"IDEAS OF THE SUBJECT-DEVELOPMENT ENVIRONMENT FOR CHILDREN IN THE UKRAINIAN PEDAGOGICAL DISCOURSE LATE 19TH – 20TH YEARS OF THE ХХ CENTURY","authors":"A. Sichkar, Yana Matiushynets","doi":"10.30525/978-9934-26-001-8-1-8","DOIUrl":"https://doi.org/10.30525/978-9934-26-001-8-1-8","url":null,"abstract":"The article highlights the features of the development of ideas about a subject-developing environment for children of preschool and primary school age in the pedagogical thought of Ukraine and their transformation under the influence of socio-economic, political, ideological, pedagogical factors (late 19th - 20s of the 20th century) To achieve the goal, to solve the tasks set, a set of research methods was used, namely: historical and retrospective - in order to analyze the priority ideas of domestic teachers on the creation and functioning of a developing environment for children and their implementation into practice; constructive-genetic – for the analysis of goals, objectives, content-methodological support of the dynamics of ideas of a developing environment for children of preschool and primary school age; chronological – to establish the time boundaries of phenomena and processes; hermeneutic – for a new reading and commenting on historical and pedagogical texts; specific historical – for the purpose of analyzing documents on the development of preschool education and primary education in Ukraine in a certain chronological framework. On the basis of the historical and pedagogical analysis of archival documents, narrative sources, theoretical provisions have been determined that relate to the development of ideas about a subject-developing environment in educational institutions of Ukraine: key ideas, periodization and factors influencing their development have been identified; highlights the features of their interpretation by Ukrainian teachers in a certain chronological framework. The historical genesis of ideas about a subject-developing environment is associated with the formation of the theoretical and methodological foundations of preschool education and primary school under the influence of progressive European systems of education (F. Frebel, M. Montessori) and scientific achievements in the field of child anatomy, physiology, and psychology. It was found that the ideas of self-activity and creative self-realization, self-development of a child in a subject-developing environment, control of the process of self-development of a child by introducing him to various types of activities in an environment prepared by the educator remained relevant in a certain chronological framework of the study, but the means of their implementation changed under the influence of social economic, ideological, political factors. During the three socio-political milestones identified by us, namely: ideas about the developmental influence of environments for children (1871-1917); filling developing environments with national content in the years of the UPR (1917-1919); adaptation of the ideas of previous periods to class education (1920-1930), different, of the above factors were dominant and exercised a decisive influence on the formation of pedagogical theory and practice on the organization of a subject-developing environment for children of preschoo","PeriodicalId":265753,"journal":{"name":"Integration of traditional and innovative scientific researches: global trends and regional as","volume":"20 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131805945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-001-8-1-5
T. Inozemtsev, Alla Khomenko
The subject of the article is the preparation of future reserve officers for educational work. The training of reserve officers is carried out by the military departments of higher education institutions of Ukraine. The article contains information that citizens of Ukraine undergo military training on a voluntary basis who have or receive a higher education degree at least a bachelor's degree, fit for military service for health reasons and moral and business qualities. Citizens can undergo military training, subject to the correspondence of the specialties that they or for which they are trained in the institution of higher education, the military accounting specialty, in which the training of reserve officers is carried out. The leading feature of the military professional activity of a military leader is the dominant professional orientation, which manifests itself in an orientation toward working with personnel and active interpersonal interaction, toward organizing activities, toward tough interaction with the enemy. In this regard, the officer must have a broad developed practical thinking and managerial competence. The article presents the components of its formation and demonstrates the ways to achieve it: information-analytical component of training future reserve officers; the formation of the communicative competence of future reserve officers; the use of computer technology in training reserve officers for educational work; individualization of training. The information and analytical component of the training of future reserve officers provides for: 1) information and presentation meetings of candidates for training under the training program for reserve officers with officers of the military commissariat; 2) professional excursions and to military units of candidates for training under the training program for reserve officers, in which potential applicants can communicate with platoon commanders and company commanders, get acquainted with the daily activities of the platoon; 3) self-testing of potential applicants for professional self-determination and readiness for management activities. The formation of the communicative competence of reserve officers provides for the following factors: pedagogy of cooperation, personality-oriented education, an active personal position of the future reserve officer, critical thinking, the formation of language culture and the influence of mentors. One of the effective means of improving the level of training of military specialists is the use of modern information technologies, in particular, virtual computer systems and computer networks (simulation) models. They, first of all, should contribute to the comprehension and assimilation of educational material, as well as to ensure the possibility of a comprehensive assessment of the readiness of the future reserve officer for independent activity, the timely introduction of individual adjustments in the training of a military specialist. The main
{"title":"SPECIFICS OF TRAINING FUTURE RESERVE OFFICERS FOR EDUCATIONAL WORK IN THE ARMED FORCES OF UKRAINE","authors":"T. Inozemtsev, Alla Khomenko","doi":"10.30525/978-9934-26-001-8-1-5","DOIUrl":"https://doi.org/10.30525/978-9934-26-001-8-1-5","url":null,"abstract":"The subject of the article is the preparation of future reserve officers for educational work. The training of reserve officers is carried out by the military departments of higher education institutions of Ukraine. The article contains information that citizens of Ukraine undergo military training on a voluntary basis who have or receive a higher education degree at least a bachelor's degree, fit for military service for health reasons and moral and business qualities. Citizens can undergo military training, subject to the correspondence of the specialties that they or for which they are trained in the institution of higher education, the military accounting specialty, in which the training of reserve officers is carried out. The leading feature of the military professional activity of a military leader is the dominant professional orientation, which manifests itself in an orientation toward working with personnel and active interpersonal interaction, toward organizing activities, toward tough interaction with the enemy. In this regard, the officer must have a broad developed practical thinking and managerial competence. The article presents the components of its formation and demonstrates the ways to achieve it: information-analytical component of training future reserve officers; the formation of the communicative competence of future reserve officers; the use of computer technology in training reserve officers for educational work; individualization of training. The information and analytical component of the training of future reserve officers provides for: 1) information and presentation meetings of candidates for training under the training program for reserve officers with officers of the military commissariat; 2) professional excursions and to military units of candidates for training under the training program for reserve officers, in which potential applicants can communicate with platoon commanders and company commanders, get acquainted with the daily activities of the platoon; 3) self-testing of potential applicants for professional self-determination and readiness for management activities. The formation of the communicative competence of reserve officers provides for the following factors: pedagogy of cooperation, personality-oriented education, an active personal position of the future reserve officer, critical thinking, the formation of language culture and the influence of mentors. One of the effective means of improving the level of training of military specialists is the use of modern information technologies, in particular, virtual computer systems and computer networks (simulation) models. They, first of all, should contribute to the comprehension and assimilation of educational material, as well as to ensure the possibility of a comprehensive assessment of the readiness of the future reserve officer for independent activity, the timely introduction of individual adjustments in the training of a military specialist. The main","PeriodicalId":265753,"journal":{"name":"Integration of traditional and innovative scientific researches: global trends and regional as","volume":"34 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115719387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-001-8-1-3
N. Denysenko, S. Marchuk
In modern educational conditions the problem of professional mobility of the future Physical Education teacher acquires actual value. This is what strengthens the special interest in the ideas of child`s physical development through the prism of game technologies, which were put forward by educators of the past and have not lost their importance today. Analysis of the creative heritage of outstanding educators makes it possible to use historical experience in the development of modern education. The works of the German teacher F. Froebel and the Ukrainian K. Ushynskyi, wich study the theory of children's game, are of considerable interest nowdays. The subject of research is the pedagogical possibilities of children's games by F. Froebel and K. Ushynskyi in the professional training of a mobile-oriented PE teacher in modern educational conditions. The purpose of the study is to substantiate the effectiveness of game methods of the child`s physical development in the process of future PE teachers training to implement the pedagogical ideas of F. Froebel and K. Ushinskyi in the modern space of higher physical education. Objectives of the study: studying the problem of children's play in the pedagogical concepts of F. Froebel and K. Ushinskyi, outlining ways of creative use of ideas of F. Froebel and K. Ushinskyi in the formation of professional mobility of future PE teachers in the process of practical preparation for play activity of young pupils. The methodological basis of the study is the pedagogical heritage of F. Froebel and K. Ushinskyi; theory of scientific knowledge. The study is based on the principles of historicism, systematics, scientificity, mobility, child-centeredness, creative approach to the personality as a subject of the educational process. The scientific novelty of the study is, that: a comparative analysis of game methods of the child`s physical development through the prism of pedagogical systems of F. Froebel and K. Ushinskyi is given for the first time; the process of professional training of future PE teachers is modeled on F. Froebel's pedagogical ideas; further development of the content and methodological support for the formation of professional mobility of future teachers to implement the provisions of F. Froebel and K. Ushinskyi on children's play activities. Friedrich Froebel (1782-1852) developed the theory and methodology of the game as a means of harmonious development of the child. His system of preschool education was extremely widespread in the world, and is also used today in Europe, particularly in Germany. Konstantin Ushinskyi (1824–1870) formulated the following pedagogical conclusions about the game: games predict the future character and destiny of the child; the game has a great influence on the development of children's abilities; children's games have their nationalities, their centuries-old history; children are constantly creating new games. The study led to the following conclusions: 1. The study o
{"title":"A THEORY OF CHILD’S GAME OF F. FROEBEL AND K. USHYNSKYI AND CAPABILITIES OF ITS USE IN PROFESSIONAL TRAINING OF THE MOBILE-ORIENTED PHYSICAL EDUCATION TEACHER","authors":"N. Denysenko, S. Marchuk","doi":"10.30525/978-9934-26-001-8-1-3","DOIUrl":"https://doi.org/10.30525/978-9934-26-001-8-1-3","url":null,"abstract":"In modern educational conditions the problem of professional mobility of the future Physical Education teacher acquires actual value. This is what strengthens the special interest in the ideas of child`s physical development through the prism of game technologies, which were put forward by educators of the past and have not lost their importance today. Analysis of the creative heritage of outstanding educators makes it possible to use historical experience in the development of modern education. The works of the German teacher F. Froebel and the Ukrainian K. Ushynskyi, wich study the theory of children's game, are of considerable interest nowdays. The subject of research is the pedagogical possibilities of children's games by F. Froebel and K. Ushynskyi in the professional training of a mobile-oriented PE teacher in modern educational conditions. The purpose of the study is to substantiate the effectiveness of game methods of the child`s physical development in the process of future PE teachers training to implement the pedagogical ideas of F. Froebel and K. Ushinskyi in the modern space of higher physical education. Objectives of the study: studying the problem of children's play in the pedagogical concepts of F. Froebel and K. Ushinskyi, outlining ways of creative use of ideas of F. Froebel and K. Ushinskyi in the formation of professional mobility of future PE teachers in the process of practical preparation for play activity of young pupils. The methodological basis of the study is the pedagogical heritage of F. Froebel and K. Ushinskyi; theory of scientific knowledge. The study is based on the principles of historicism, systematics, scientificity, mobility, child-centeredness, creative approach to the personality as a subject of the educational process. The scientific novelty of the study is, that: a comparative analysis of game methods of the child`s physical development through the prism of pedagogical systems of F. Froebel and K. Ushinskyi is given for the first time; the process of professional training of future PE teachers is modeled on F. Froebel's pedagogical ideas; further development of the content and methodological support for the formation of professional mobility of future teachers to implement the provisions of F. Froebel and K. Ushinskyi on children's play activities. Friedrich Froebel (1782-1852) developed the theory and methodology of the game as a means of harmonious development of the child. His system of preschool education was extremely widespread in the world, and is also used today in Europe, particularly in Germany. Konstantin Ushinskyi (1824–1870) formulated the following pedagogical conclusions about the game: games predict the future character and destiny of the child; the game has a great influence on the development of children's abilities; children's games have their nationalities, their centuries-old history; children are constantly creating new games. The study led to the following conclusions: 1. The study o","PeriodicalId":265753,"journal":{"name":"Integration of traditional and innovative scientific researches: global trends and regional as","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130166102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-001-8-1-11
V. Zhuk
The work is devoted to the study of forms, models and principles of the organization of intercultural communication, as well as the peculiarities of their functioning in dialogical statements. The relevance of the topic is due to the need to develop problems of typologization of the principles of intercultural communication (IC) and the conditions for their speech implementation interest in which is dictated by changes in society, the expansion of interaction between cultures and peoples. The problems of cultural identity, cultural differences and mutual understanding are especially relevant. The subject of the research is intercultural communication in Ukrainian and English linguistic cultures. The object of the research is the typology of models, forms and principles of the organization of intercultural communication, their speech realization in the analyzed linguocultures. The aim of the study is to analyze scientific data on the problems of typologizing models, forms and principles of intercultural communication, to generalize its semantics and pragmatics in each of the studied linguocultures, to determine the typology of models, forms and principles of organizing intercultural communication. The definition of intercultural communication is obvious from the term itself: it is the communication of people representing different cultures. We adhere to the following definition: "Intercultural communication is an adequate understanding of two participants in a communicative act belonging to different national cultures." Intercultural communication as a social phenomenon was brought to life by the practical needs of the post-war world, which were supported by changes in public consciousness, in recognition of absolute value of the diversity of world cultures in the rejection of the colonial cultural policy, in the awareness of the fragility of existence and the threat of destruction of most traditional cultures and languages. Currently, there are various approaches to describing the intercultural and intracultural interaction of people in society, but the study of linguistic and semiotic models of communication is not given due attention either in domestic or foreign linguistic knowledge. The Western communication models described in the work do not meet contemporary requirements. Acquaintance with the works of Western scientists allows us to assert: used methods and approaches do not cover and do not describe all aspects of intercultural communication. IC can be explored either at the group level or at the individual level. Most of the research carried out at the group level was of an anthropological and sociological nature. They were based on two methodological approaches: 1) "understanding of cultures as cognitive systems", which is described by V. Gudenaf; 2) understanding of culture as a "symbolic system" the opposite approach of K. Geertz. The state of contemporary society, in which one of the main problems is the problem of intercultural int
{"title":"INTERCULTURAL COMMUNICATION AS A SOCIAL PHENOMENON","authors":"V. Zhuk","doi":"10.30525/978-9934-26-001-8-1-11","DOIUrl":"https://doi.org/10.30525/978-9934-26-001-8-1-11","url":null,"abstract":"The work is devoted to the study of forms, models and principles of the organization of intercultural communication, as well as the peculiarities of their functioning in dialogical statements. The relevance of the topic is due to the need to develop problems of typologization of the principles of intercultural communication (IC) and the conditions for their speech implementation interest in which is dictated by changes in society, the expansion of interaction between cultures and peoples. The problems of cultural identity, cultural differences and mutual understanding are especially relevant. The subject of the research is intercultural communication in Ukrainian and English linguistic cultures. The object of the research is the typology of models, forms and principles of the organization of intercultural communication, their speech realization in the analyzed linguocultures. The aim of the study is to analyze scientific data on the problems of typologizing models, forms and principles of intercultural communication, to generalize its semantics and pragmatics in each of the studied linguocultures, to determine the typology of models, forms and principles of organizing intercultural communication. The definition of intercultural communication is obvious from the term itself: it is the communication of people representing different cultures. We adhere to the following definition: \"Intercultural communication is an adequate understanding of two participants in a communicative act belonging to different national cultures.\" Intercultural communication as a social phenomenon was brought to life by the practical needs of the post-war world, which were supported by changes in public consciousness, in recognition of absolute value of the diversity of world cultures in the rejection of the colonial cultural policy, in the awareness of the fragility of existence and the threat of destruction of most traditional cultures and languages. Currently, there are various approaches to describing the intercultural and intracultural interaction of people in society, but the study of linguistic and semiotic models of communication is not given due attention either in domestic or foreign linguistic knowledge. The Western communication models described in the work do not meet contemporary requirements. Acquaintance with the works of Western scientists allows us to assert: used methods and approaches do not cover and do not describe all aspects of intercultural communication. IC can be explored either at the group level or at the individual level. Most of the research carried out at the group level was of an anthropological and sociological nature. They were based on two methodological approaches: 1) \"understanding of cultures as cognitive systems\", which is described by V. Gudenaf; 2) understanding of culture as a \"symbolic system\" the opposite approach of K. Geertz. The state of contemporary society, in which one of the main problems is the problem of intercultural int","PeriodicalId":265753,"journal":{"name":"Integration of traditional and innovative scientific researches: global trends and regional as","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116136731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-001-8-1-7
Hanna Lulka, Marina Grinova
The phenomenological analysis of the essence of the concept of "tolerance" is carried out in the work; different possibilities of considering certain types of tolerance, the criteria of tolerance are characterized, the term "tolerant attitude" is analyzed, the content of the family's tolerant attitude to young school children is revealed. We have identified several levels of pedagogical conditions. The structure of the teacher's tolerant attitude to students is characterized, which is presented in the interaction of three leading components: The concept of "interaction" is defined, which is defined as a universal form of development that changes interacting objects that appear and lead each of them in a new way. Typical teacher interactions with young students, such as dialogue, cooperation and description, are highlighted. It was found that the main components of tolerance of young school-age children include: knowledge of tolerance, knowledge of the existence of differences in culture and ways of thinking about another ethnic, national or cultural background; formation of a friendly attitude to another person, as well as interest in gaining some experience of communication with representatives of another culture; development of cultural communication skills and conflict resolution skills. Thus, the results of theoretical and methodological analysis of scientific literature with research problems allowed to structure its categorical apparatus and organize an experimental study of pedagogical conditions of tolerant attitude to school and family to primary school students. In the section "Experimental study of pedagogical conditions of formation of tolerant attitude of school and family to children of young school age" the initial state of levels of tolerant attitude to pupils of initial classes is revealed; substantiated correctional program for the formation of a tolerant attitude of parents and teachers to young students in the process of pedagogical communication; the procedure and results of monitoring were carried out, which confirms the effectiveness of the experimental study. The study was conducted in accordance with the prices and objectives created in the work. By identifying the levels (high, medium, lower than average, low) of tolerant attitude to young students in the process of pedagogical communication, certain criteria were identified: meaningful, emotional, sensory, communicative and relevant indicators were developed. The quality of research methods were: description of teachers, testing, ascertaining experiment, mathematical and statistical methods of processing research materials. Parental intolerance is a factor in the object development of the child's personality (socio-pedagogical neglect), which manifests itself in the unformed in the authorities of the subject of self-awareness, communication and activity and concentrated development in the disturbed image of "I", socio-psychological maladaptation. Thus, solving the probl
{"title":"PEDAGOGICAL CONDITIONS OF TOLERANT ATTITUDE OF SCHOOL AND FAMILY TO CHILDREN OF PRIMARY SCHOOL AGE","authors":"Hanna Lulka, Marina Grinova","doi":"10.30525/978-9934-26-001-8-1-7","DOIUrl":"https://doi.org/10.30525/978-9934-26-001-8-1-7","url":null,"abstract":"The phenomenological analysis of the essence of the concept of \"tolerance\" is carried out in the work; different possibilities of considering certain types of tolerance, the criteria of tolerance are characterized, the term \"tolerant attitude\" is analyzed, the content of the family's tolerant attitude to young school children is revealed. We have identified several levels of pedagogical conditions. The structure of the teacher's tolerant attitude to students is characterized, which is presented in the interaction of three leading components: The concept of \"interaction\" is defined, which is defined as a universal form of development that changes interacting objects that appear and lead each of them in a new way. Typical teacher interactions with young students, such as dialogue, cooperation and description, are highlighted. It was found that the main components of tolerance of young school-age children include: knowledge of tolerance, knowledge of the existence of differences in culture and ways of thinking about another ethnic, national or cultural background; formation of a friendly attitude to another person, as well as interest in gaining some experience of communication with representatives of another culture; development of cultural communication skills and conflict resolution skills. Thus, the results of theoretical and methodological analysis of scientific literature with research problems allowed to structure its categorical apparatus and organize an experimental study of pedagogical conditions of tolerant attitude to school and family to primary school students. In the section \"Experimental study of pedagogical conditions of formation of tolerant attitude of school and family to children of young school age\" the initial state of levels of tolerant attitude to pupils of initial classes is revealed; substantiated correctional program for the formation of a tolerant attitude of parents and teachers to young students in the process of pedagogical communication; the procedure and results of monitoring were carried out, which confirms the effectiveness of the experimental study. The study was conducted in accordance with the prices and objectives created in the work. By identifying the levels (high, medium, lower than average, low) of tolerant attitude to young students in the process of pedagogical communication, certain criteria were identified: meaningful, emotional, sensory, communicative and relevant indicators were developed. The quality of research methods were: description of teachers, testing, ascertaining experiment, mathematical and statistical methods of processing research materials. Parental intolerance is a factor in the object development of the child's personality (socio-pedagogical neglect), which manifests itself in the unformed in the authorities of the subject of self-awareness, communication and activity and concentrated development in the disturbed image of \"I\", socio-psychological maladaptation. Thus, solving the probl","PeriodicalId":265753,"journal":{"name":"Integration of traditional and innovative scientific researches: global trends and regional as","volume":"266 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133908193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-001-8-1-2
N. Golota, M. Mashovets
Modern preschool education in Ukraine is experiencing systemic changes in the structure and content of the educational process. The shift of emphasis on the acquisition of knowledge, skills and abilities to the acquisition of the necessary life competencies by the child, ensuring her personal growth puts forward new requirements for ensuring the quality of education of preschool children. However, the quality of preschool education today cannot be imagined without partner interaction between all subjects of the educational process: the administration of the institution, educators, parents, children. An institution of preschool education is an open educational space in which the teaching staff interacts with the families of pupils (as well as with other social institutions) to ensure the needs, interests and full development of each child. the interaction of the institution of preschool education and the families of pupils is an important condition for ensuring the effectiveness of the educational process aimed at creating an atmosphere of psychological comfort, goodwill and mutual understanding for all participants, based on traditional and modern pedagogical research in the field of social and family education, takes into account regional, national and world culture , human and national moral values. The purpose of our article is to characterize the pedagogical partnership of all subjects of the educational process of a preschool education institution as a necessary condition for ensuring the quality of a child's education. It can be stated that a pedagogical partnership between a family and an educational institution in form is the coordination and implementation of the interests of the family and the teaching staff to ensure all conditions for the development and comfort of the child while striving to reach consensus and compromises on the most important issues of upbringing and training a growing personality. The pedagogical partnership of the institution of preschool education and the family is realized in such components as: informational; the entry of the family into the educational space; active pedagogical position of the family in interaction with specialists. Research findings. The process of professional training of teachers of preschool education of a new generation, who, already during the period of study in higher education institutions, created their own pedagogical style based on humanistic values, personal maturity, worldview positions, high-level education, the ability to implement all virtues in practical activity, requires updating and improvement. in cooperation with the parents of the pupils. We consider the pedagogical partnership of an educator as one of the most active subjects of his attitude in the educational process of a preschool education institution, in three dimensions – children, parents, and the teaching staff. The involvement of parents and families in the educational process of a preschool institution confirm
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Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-001-8-1-1
O. Venhlovska, Yevhen Antypin
The genesis of professional requirements for the training of educators of preschool children at the turn of the XIX – XX centuries is represented in the historical and pedagogical research. The design of the study is based on a solid source base (published and unpublished materials from the archives, monographs, dissertations, manuals, scientific publications, articles). Sources are systematized by groups according to system and problem approaches. Achieving the goal of scientific research was carried out using a set of interrelated research methods: search and bibliographic, theoretical analysis, synthesis, systematization, classification, historical-retrospective, constructive-genetic, semantic-methodological, chronological, hermeneutic. According to the results of studies, the formation of requirements for professional training of educators within certain chronological limits was influenced by public figures, statesmen, teachers, associates, the level of industrial development, which determined the need to build a network of kindergartens, and therefore needed qualified educators who were to provide education for preschool children. It was found that most educators who worked in private and public kindergartens improved their professional qualities in the process of practical activities. They received significant support for professional development from representatives of social and pedagogical societies, which in a certain period took care of the training of educators for kindergartens. The main center where the image of the educator was formed was the Kyiv Froebel Pedagogical Institute. It is proved that the training of specialists in this institute was focused on the formation of general cultural, personal and professional level of educators. The students mastered the content of academic disciplines, which served to form a knowledge component in professional training. The practice-oriented component was important, which was focused on the formation of practical skills and abilities to implement in the practice of kindergartens progressive ideas of P. Lesgaft, J. Pestalozzi, M. Montessori, F. Froebel, the implementation of child-centered, activity-based approaches in raising children. It was found that in the first decades of the twentieth century, professional training of educators was carried out on a national basis. It was found that the genesis of the studied phenomenon was influenced by pedagogical thought. The study highlights the views of teachers on the formation of professional requirements in the training of educators. According to the results of processing primary sources, it was found that in the legacy of B. Grinchenko, O. Doroshenko, N. Lubenets, T. Lubents, S. Rusova, J. Chepiga, attention is focused on the knowledge, skills and abilities that teachers must master during training. It was investigated that teachers were unanimous in the opinion that future educators should be bearers of common cultural values. They must realiz
在19 - 20世纪之交，对学前儿童教育工作者培训的专业要求的起源在历史和教学研究中得到了体现。该研究的设计基于可靠的资源基础(来自档案、专著、论文、手册、科学出版物、文章的已发表和未发表的材料)。根据系统和问题方法，资源被分组系统化。为了达到科学研究的目的，采用了一套相互关联的研究方法:检索和书目、理论分析、综合、系统化、分类、历史-回顾、建构-起源、语义-方法论、时间顺序、解释学。根据研究结果，在一定的时间范围内，教育工作者专业培训需求的形成受到公众人物、政治家、教师、同事、工业发展水平的影响，这决定了建立幼儿园网络的必要性，因此需要合格的教育工作者来为学龄前儿童提供教育。研究发现，在民办和公办幼儿园工作的教育工作者大都在实践活动中提高了自身的专业素质。他们在专业发展方面得到了社会和教育团体代表的大力支持，这些团体在一段时间内负责培训幼儿园的教育工作者。教育工作者形象形成的主要中心是基辅福禄培尔教育学院。事实证明，该学院对专家的培训侧重于形成教育工作者的总体文化、个人和专业水平。学生掌握了学科的内容，形成了专业训练的知识组成部分。以实践为导向的部分很重要，它侧重于实践技能和能力的形成，以便在幼儿园的实践中实施P. Lesgaft, J. Pestalozzi, M. Montessori, F. Froebel的进步思想，在养育儿童中实施以儿童为中心，以活动为基础的方法。研究发现，在20世纪的前几十年，教育工作者的专业培训是在全国范围内进行的。研究发现，这一现象的成因受到教学思想的影响。该研究突出了教师对教育工作者培训中专业要求形成的看法。根据对第一手资料的处理结果，我们发现，在B. Grinchenko, O. Doroshenko, N. Lubenets, T. Lubents, S. Rusova, J. Chepiga的遗产中，注意力集中在教师在培训期间必须掌握的知识、技能和能力上。调查发现，教师们一致认为未来的教育者应该是共同文化价值观的承担者。他们必须认识到，童年时期是孩子个性形成和发展的时期。因此，在建设教育环境时，研究儿童，能够根据儿童的性质调整发展活动的内容、形式和方法是很重要的。本研究中所代表的教师的观点与现代培训方法是一致的，因此具有理论和实践意义。
{"title":"GENESIS OF PROFESSIONAL REQUIREMENTS FOR EDUCATORS IN THE PROCESS OF TRAINING AT THE TURN OF THE XIX–XX CENTURIES","authors":"O. Venhlovska, Yevhen Antypin","doi":"10.30525/978-9934-26-001-8-1-1","DOIUrl":"https://doi.org/10.30525/978-9934-26-001-8-1-1","url":null,"abstract":"The genesis of professional requirements for the training of educators of preschool children at the turn of the XIX – XX centuries is represented in the historical and pedagogical research. The design of the study is based on a solid source base (published and unpublished materials from the archives, monographs, dissertations, manuals, scientific publications, articles). Sources are systematized by groups according to system and problem approaches. Achieving the goal of scientific research was carried out using a set of interrelated research methods: search and bibliographic, theoretical analysis, synthesis, systematization, classification, historical-retrospective, constructive-genetic, semantic-methodological, chronological, hermeneutic. According to the results of studies, the formation of requirements for professional training of educators within certain chronological limits was influenced by public figures, statesmen, teachers, associates, the level of industrial development, which determined the need to build a network of kindergartens, and therefore needed qualified educators who were to provide education for preschool children. It was found that most educators who worked in private and public kindergartens improved their professional qualities in the process of practical activities. They received significant support for professional development from representatives of social and pedagogical societies, which in a certain period took care of the training of educators for kindergartens. The main center where the image of the educator was formed was the Kyiv Froebel Pedagogical Institute. It is proved that the training of specialists in this institute was focused on the formation of general cultural, personal and professional level of educators. The students mastered the content of academic disciplines, which served to form a knowledge component in professional training. The practice-oriented component was important, which was focused on the formation of practical skills and abilities to implement in the practice of kindergartens progressive ideas of P. Lesgaft, J. Pestalozzi, M. Montessori, F. Froebel, the implementation of child-centered, activity-based approaches in raising children. It was found that in the first decades of the twentieth century, professional training of educators was carried out on a national basis. It was found that the genesis of the studied phenomenon was influenced by pedagogical thought. The study highlights the views of teachers on the formation of professional requirements in the training of educators. According to the results of processing primary sources, it was found that in the legacy of B. Grinchenko, O. Doroshenko, N. Lubenets, T. Lubents, S. Rusova, J. Chepiga, attention is focused on the knowledge, skills and abilities that teachers must master during training. It was investigated that teachers were unanimous in the opinion that future educators should be bearers of common cultural values. They must realiz","PeriodicalId":265753,"journal":{"name":"Integration of traditional and innovative scientific researches: global trends and regional as","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129703544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-001-8-1-6
G. V. Lutsenko
The ability to adapt to the demands of a rapidly changing world is currently considered as a competence that is critical for engineering students to successfully self-actualize in the professional field. Therefore, the significance of the coordinated efforts of universities and stakeholders aimed at ensuring the flexibility of the teaching and learning is immensely increasing. Such efforts are the part of the effective formation of the future engineers’ ability to adapt to changing circumstances and environments as well as the ability to engage in lifelong learning. The goal of this work is twofold. At first, this study focuses on the challenges and opportunities for modern engineering and engineering education in the Industry 4.0 framework. The key requirement to future engineers’ skills and competences, that had been caused by intensive development of Industry 4.0, are reviewed. It was shown that flexibility and adaptability are considered by accreditation boards, researchers, and teachers as mandatory skills for modern engineers. Also, the concept of flexible teaching and learning is reviewed. The structure of flexible teaching and learning is analyzed in order to outline the directions and ways of its introducing in an engineering curriculum. The organizational and pedagogical framework for ensuring the flexible teaching and learning is proposed. Such framework is based on an analysis of modern requirements to future engineers. Also, the peculiarities of the system of Ukrainian engineering education had been taken into account. The proposed organizational and pedagogical framework includes five interconnected aspects, that are related to issues of the institutional support of educational process, the evolution of the content of an engineering education in the framework of Industry 4.0, the pedagogical approaches that are should be used, ways of using of information and communication technologies in an engineering education, and the personal values and motivation of students. It is emphasized that the institutional support plays an important role in improving the flexibility of the educational process by supporting the integration into the educational process of innovative student-centered approaches to teaching and learning. The increasing role of information and communication technologies leads to the necessity to introducing blended learning approaches as obligatory element of engineering degree programmes.
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Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-001-8-1-9
Yu.H. Tarchynska
The article discusses the ways of the optimal formation of sound production techniques in the interpretation of multi-style piano music. The research methodology is based on the use of the historical method to highlight the evolution of methodological approaches to the formation of piano performing technique; analytical - to study the problem in scientific research in psychology, psychophysiology, musical pedagogy, piano performance; musicological method of analysis of piano styles; method of generalizing the piano performing experience of leading artists to substantiate the peculiarities of performing intonation of multi-style piano music. The purpose of this study is to identify the integral direction of improving the process of the formation of instrumental and performing technique, to concretize the sound forms of the embodiment of key pianistic skills, and to outline their typical motor characteristics. For the purpose of the study, methodological approaches to the formation of performing technique in the history of piano pedagogy are analyzed. The evolution of views on the technical development of the performer in different piano schools appears as a transition from empirical methods to scientifically grounded ones, as a change in the subject of the direction of the pianist's consciousness: identification of the most advanced forms of playing techniques, maximum attention to the sound result with the intuitive establishment of auditory-motor connection, conscious processing of auditory-motor coordination. The conditions for the optimal development of piano playing technique are considered, taking into account scientific achievements in the field of physiology, psychophysiology, and musical pedagogy. The circle of those skills of the pianist is determined, the acquisition of which optimizes the technical development of the performer: the skills of style-like sound production and sound science, which make up the technique of style-like sound formation. The content of the process of conscious mastering of interdependent and mutually conditioned components of such playing techniques is specified: generalized understanding of the common factors of the musical and linguistic environment of a certain piano style; creation of vivid sound-like performances based on emotional and intellectual comprehension of musical compositions, coordination of auditory-motor representations of such "mobile" expressive means as articulation, dynamics, agogics and timbre; improvement of motor skills from the point of view of physical convenience with the help of associations with previously acquired relevant performance experience, as well as life motor experience of economical expedient use of motor activity. The main stylistic features of sound production techniques in the interpretation of the piano heritage of Ludwig van Beethoven, Fryderyk Chopin, Serhiy Prokofiev are characterized on the basis of an analysis of their aesthetic ideals, "stable" and "mobile" exp
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