The paper aims to provide a theoretical substantiation for the “event design method” notion and identify its types and the pedagogical potential of the phenomenon. The paper reflects the results of a theoretical study, which amount to inferring the essence of the event design method by integrating the theories of event-based pedagogy and instructional design; substantiating the typologization of event design by means of the “series of information criteria” method and the promising possibility of applying the identified types in the training of teacher students as counselors of children’s health improvement camps. The scientific novelty of the research lies in putting forward and substantiating the idea of combining eventivity and instructional design as the leading trends in modern educational practices to identify new meanings of the event design method and determine its types based on the parameter “student activities” using the triadic methodology (V. I. Razumov), which includes a triad as the first stable state of an object, a necessary and sufficient number of its components (attributes), providing an understanding of its essence and nature. The research findings are as follows: the definition of the “event design method” notion drawing upon the ideas of event-based pedagogy and the theory of instructional design was clarified; the types of the event design method determined by the triadic methodology were identified; the pedagogical potential of the phenomenon under study was outlined through a set of functions performed and tasks solved.
{"title":"Event design method: New meanings, typology, pedagogical potential","authors":"O. Korshunova, Anna Vasilievna Popova","doi":"10.30853/ped20230181","DOIUrl":"https://doi.org/10.30853/ped20230181","url":null,"abstract":"The paper aims to provide a theoretical substantiation for the “event design method” notion and identify its types and the pedagogical potential of the phenomenon. The paper reflects the results of a theoretical study, which amount to inferring the essence of the event design method by integrating the theories of event-based pedagogy and instructional design; substantiating the typologization of event design by means of the “series of information criteria” method and the promising possibility of applying the identified types in the training of teacher students as counselors of children’s health improvement camps. The scientific novelty of the research lies in putting forward and substantiating the idea of combining eventivity and instructional design as the leading trends in modern educational practices to identify new meanings of the event design method and determine its types based on the parameter “student activities” using the triadic methodology (V. I. Razumov), which includes a triad as the first stable state of an object, a necessary and sufficient number of its components (attributes), providing an understanding of its essence and nature. The research findings are as follows: the definition of the “event design method” notion drawing upon the ideas of event-based pedagogy and the theory of instructional design was clarified; the types of the event design method determined by the triadic methodology were identified; the pedagogical potential of the phenomenon under study was outlined through a set of functions performed and tasks solved.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"4 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139153588","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}
The study aims to present the specifics of the development of higher pedagogical education in Transbaikalia during the late 1940s and the early 1950s in the context of the Soviet higher education policy. The paper analyzes the main areas of work of the Chita State Pedagogical Institute against the background of the regulatory framework in force in the country at that time and specifies the difficulties that the university had to face in the post-war years. The scientific novelty lies in determining the main directions of the Soviet educational policy in the late 1940s and the early 1950s and the ways of its implementation in the higher education system as exemplified by the Chita State Pedagogical Institute by using the sources from the collections of the State Archive of the Trans-Baikal Territory introduced into scientific use and comparing them with the regulatory framework in the field of higher education existing at that time. As a result of the study, the main aspects of the development of higher pedagogical education in the Chita region during the post-war years have been highlighted, its specifics have been determined.
{"title":"Activities of the Chita State Pedagogical Institute during the late 1940s and the early 1950s in the context of the Soviet higher education policy","authors":"O. Yaremchuk, M. V. Pryazhennikova","doi":"10.30853/ped20230182","DOIUrl":"https://doi.org/10.30853/ped20230182","url":null,"abstract":"The study aims to present the specifics of the development of higher pedagogical education in Transbaikalia during the late 1940s and the early 1950s in the context of the Soviet higher education policy. The paper analyzes the main areas of work of the Chita State Pedagogical Institute against the background of the regulatory framework in force in the country at that time and specifies the difficulties that the university had to face in the post-war years. The scientific novelty lies in determining the main directions of the Soviet educational policy in the late 1940s and the early 1950s and the ways of its implementation in the higher education system as exemplified by the Chita State Pedagogical Institute by using the sources from the collections of the State Archive of the Trans-Baikal Territory introduced into scientific use and comparing them with the regulatory framework in the field of higher education existing at that time. As a result of the study, the main aspects of the development of higher pedagogical education in the Chita region during the post-war years have been highlighted, its specifics have been determined.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"34 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139153307","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}
The aim of the study is to substantiate the need and possibility of using the method of retelling film texts in one’s own words as one of the means of mastering oral monologue speech in the practical course of Russian as a foreign language at an advanced stage of training. The paper provides rationale for using the method of retelling based on authentic feature films, describes the content of teaching retelling by considering all its components, presents a set of practical tasks aimed at developing the skills and abilities of processing the original text by reduction, simplification and expansion. The scientific novelty of the study lies in the following: it is the first time that the content of teaching foreign students how to retell based on film texts in the Russian language course has been clarified, the specifics of interpreting linguistic and non-linguistic components of the film text in secondary oral text production has been revealed, which made it possible to develop a set of exercises aimed at forming the speech skills and abilities necessary for the construction of a narrative-descriptive monologue. As a result of the study, it was found that teaching retelling based on films is directly linked to the work on reconstructing a text perceived by ear taking into account the presented paralinguistic information and the formation of the corresponding skills of organizing the content and choosing linguistic means of narration/description, namely, the skills of conveying the statements said by other people and using text compression means.
{"title":"Teaching foreign students how to retell based on film texts (in the Russian as a foreign language aspect)","authors":"Tatyana Yurievna Romanova, Evgeniya Aleksandrovna Rubtsova","doi":"10.30853/ped20230179","DOIUrl":"https://doi.org/10.30853/ped20230179","url":null,"abstract":"The aim of the study is to substantiate the need and possibility of using the method of retelling film texts in one’s own words as one of the means of mastering oral monologue speech in the practical course of Russian as a foreign language at an advanced stage of training. The paper provides rationale for using the method of retelling based on authentic feature films, describes the content of teaching retelling by considering all its components, presents a set of practical tasks aimed at developing the skills and abilities of processing the original text by reduction, simplification and expansion. The scientific novelty of the study lies in the following: it is the first time that the content of teaching foreign students how to retell based on film texts in the Russian language course has been clarified, the specifics of interpreting linguistic and non-linguistic components of the film text in secondary oral text production has been revealed, which made it possible to develop a set of exercises aimed at forming the speech skills and abilities necessary for the construction of a narrative-descriptive monologue. As a result of the study, it was found that teaching retelling based on films is directly linked to the work on reconstructing a text perceived by ear taking into account the presented paralinguistic information and the formation of the corresponding skills of organizing the content and choosing linguistic means of narration/description, namely, the skills of conveying the statements said by other people and using text compression means.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"7 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158947","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}
The aim of the study is to theoretically substantiate and develop a model for improving lexical competence based on foreign-language self-educational activities of technical university students. The paper considers the essential and content-structural characteristics of foreign-language self-educational activities for the development of the lexical side of speech; compiles the nomenclature of self-educational strategies that determine technical university students’ ability to independently and effectively master foreign-language vocabulary. The scientific novelty of the work lies in the conceptual and methodological substantiation of the process of improving foreign-language lexical competence on the basis of self-educational activities of technical university students. As a result of the study, the authors have proposed a methodological model for improving lexical competence based on self-educational activities of technical university students.
{"title":"Conceptual and methodological foundations for improving foreign-language lexical competence based on self-educational activities of technical university students","authors":"A. P. Marinskaya, A. Rubtsova","doi":"10.30853/ped20230174","DOIUrl":"https://doi.org/10.30853/ped20230174","url":null,"abstract":"The aim of the study is to theoretically substantiate and develop a model for improving lexical competence based on foreign-language self-educational activities of technical university students. The paper considers the essential and content-structural characteristics of foreign-language self-educational activities for the development of the lexical side of speech; compiles the nomenclature of self-educational strategies that determine technical university students’ ability to independently and effectively master foreign-language vocabulary. The scientific novelty of the work lies in the conceptual and methodological substantiation of the process of improving foreign-language lexical competence on the basis of self-educational activities of technical university students. As a result of the study, the authors have proposed a methodological model for improving lexical competence based on self-educational activities of technical university students.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"341 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201843","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}
The aim of the research is to justify the need for forming students’ skills to read vocationally-oriented digital texts in a foreign language, which contributes to the development of analytical, systematic, and critical thinking at a non-linguistic university. The article explores the process of reading foreign language texts as a complex analytical-synthetic activity, describes the characteristics of digital text, notes its positive and negative properties, and substantiates the need to develop students’ skills to read vocationally-oriented digital texts in a foreign language, which fosters the development of analytical and critical thinking. A methodology is proposed for developing students’ skills to read vocationally-oriented digital texts in the process of studying foreign languages at a non-linguistic university. The scientific novelty lies in identifying five groups of skills for reading digital texts at a non-linguistic university, namely: spatial orientation in digital texts, forecasting possible phenomena, events, facts, understanding the content of digital texts, analyzing information from digital texts, and engaging in reflection and critical analysis of the material read. The study results in defining the substantive and organizational-activity aspects of the methodology for forming the skills to read vocationally-oriented digital texts for students, as well as providing methodological recommendations for their development in foreign language studies at non-linguistic universities.
{"title":"Teaching students to read vocationally-oriented digital texts in a foreign language at a non-linguistic university: Risks and possibilities","authors":"Ludmila Anatolyevna Novikova, Irina Yurievna Rusanova","doi":"10.30853/ped20230173","DOIUrl":"https://doi.org/10.30853/ped20230173","url":null,"abstract":"The aim of the research is to justify the need for forming students’ skills to read vocationally-oriented digital texts in a foreign language, which contributes to the development of analytical, systematic, and critical thinking at a non-linguistic university. The article explores the process of reading foreign language texts as a complex analytical-synthetic activity, describes the characteristics of digital text, notes its positive and negative properties, and substantiates the need to develop students’ skills to read vocationally-oriented digital texts in a foreign language, which fosters the development of analytical and critical thinking. A methodology is proposed for developing students’ skills to read vocationally-oriented digital texts in the process of studying foreign languages at a non-linguistic university. The scientific novelty lies in identifying five groups of skills for reading digital texts at a non-linguistic university, namely: spatial orientation in digital texts, forecasting possible phenomena, events, facts, understanding the content of digital texts, analyzing information from digital texts, and engaging in reflection and critical analysis of the material read. The study results in defining the substantive and organizational-activity aspects of the methodology for forming the skills to read vocationally-oriented digital texts for students, as well as providing methodological recommendations for their development in foreign language studies at non-linguistic universities.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139214610","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}
The monograph under review is devoted to the first tutorial of Russian as a foreign language that was actually printed in Russia, “French and Russian Grammar”, published by the Imperial Academy of Sciences, St. Petersburg, in 1730. This anonymous tutorial, composed and compiled as a French-Russian phrasebook, was for a long time regarded as a tutorial of French for Russian speakers and was, therefore, poorly studied. The authors of the book conduct a detailed investigation of the history of the tutorial’s creation, its linguistic and pedagogical peculiarities; they also define its prototype and its sources and put forward a version of its authorship, engaging extensive archival, memoir and historical-scientific data. The full text of “French and Russian Grammar” is given with detailed comments.
{"title":"Vlasov S. V., Moskovkin L. V. The first tutorial of Russian as a foreign language printed in Russia: Investigation and the text. St. Petersburg: St. Petersburg University Press, 2023. 196 p.: Book review","authors":"Elena Vyacheslavovna Papilova","doi":"10.30853/ped20230170","DOIUrl":"https://doi.org/10.30853/ped20230170","url":null,"abstract":"The monograph under review is devoted to the first tutorial of Russian as a foreign language that was actually printed in Russia, “French and Russian Grammar”, published by the Imperial Academy of Sciences, St. Petersburg, in 1730. This anonymous tutorial, composed and compiled as a French-Russian phrasebook, was for a long time regarded as a tutorial of French for Russian speakers and was, therefore, poorly studied. The authors of the book conduct a detailed investigation of the history of the tutorial’s creation, its linguistic and pedagogical peculiarities; they also define its prototype and its sources and put forward a version of its authorship, engaging extensive archival, memoir and historical-scientific data. The full text of “French and Russian Grammar” is given with detailed comments.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139227857","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}
The aim of the research is to substantiate the high relevance of expanding pre-university Russian language education programs abroad to increase the level of Russian higher education export in terms of boosting demand among young people from Asia, Africa and Latin America. The paper examines the current picture of pre-university forms of Russian teaching abroad and determines the most effective form; investigates the existing conditions for the implementation of this form in Asia, Africa and Latin America and identifies the type of Russian methodological support necessary for its scaling. The scientific novelty of the research lies in defining one of the key conditions for the successful expansion of pre-university Russian language teaching programs abroad that consists in the organization of teaching the subject “Russian language” in foreign schools through the implementation of digital methodological support in the form of a Russian online training package to assist countries that do not have long-term experience in the implementation of Russian as a foreign language training programs. As a result of the research, the prospects of promoting the inclusion of the subject “Russian language” in the programs of foreign schools as a second foreign language in Asia, Africa and Latin America have been substantiated, as this form of education contributes to the effective organization of pre-university Russian language learning and the creation of positive ideas about the scientific and technological development of Russia among schoolchildren, forming their motivation and communication competencies for admission and successful study in Russian universities.
{"title":"Organizing Russian as a foreign language teaching in schools in Asia, Africa and Latin America on the basis of a Russian online training package as an education export strategy","authors":"Ekaterina Vladimirovna Rybakova","doi":"10.30853/ped20230172","DOIUrl":"https://doi.org/10.30853/ped20230172","url":null,"abstract":"The aim of the research is to substantiate the high relevance of expanding pre-university Russian language education programs abroad to increase the level of Russian higher education export in terms of boosting demand among young people from Asia, Africa and Latin America. The paper examines the current picture of pre-university forms of Russian teaching abroad and determines the most effective form; investigates the existing conditions for the implementation of this form in Asia, Africa and Latin America and identifies the type of Russian methodological support necessary for its scaling. The scientific novelty of the research lies in defining one of the key conditions for the successful expansion of pre-university Russian language teaching programs abroad that consists in the organization of teaching the subject “Russian language” in foreign schools through the implementation of digital methodological support in the form of a Russian online training package to assist countries that do not have long-term experience in the implementation of Russian as a foreign language training programs. As a result of the research, the prospects of promoting the inclusion of the subject “Russian language” in the programs of foreign schools as a second foreign language in Asia, Africa and Latin America have been substantiated, as this form of education contributes to the effective organization of pre-university Russian language learning and the creation of positive ideas about the scientific and technological development of Russia among schoolchildren, forming their motivation and communication competencies for admission and successful study in Russian universities.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139225761","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}
The aim of the research is to substantiate the potential of using training tasks to form critical thinking of students – future Russian language teachers during the study of linguistic disciplines. The paper considers a training task as a problem situation constructed by the teacher that requires students to apply cognitive skills to interpret, analyze, evaluate information, make conclusions and self-regulate. The scientific novelty of the research lies in clarifying universal mental actions (skills) of a critically thinking person taking into account their application by future Russian language teachers in professionally oriented situations. As a result, 33 sub-skills for which training tasks were formulated involving the work with authentic information from various sources have been identified. The conditions for the successful formation of students’ critical thinking have been determined: the predominant use of multiple texts in the compilation of tasks, the modeling of conditions for future professional activities, the systematic use of training tasks, a variety of forms of learning activities, which enables the manifestation of cognitive skills to select language material in a conscious and critical manner and use it optimally.
{"title":"Training tasks and assignments for critical thinking formation among philology students – future Russian language teachers during the study of linguistic disciplines","authors":"Olga Borisovna Adaeva, G. Ivanenko","doi":"10.30853/ped20230171","DOIUrl":"https://doi.org/10.30853/ped20230171","url":null,"abstract":"The aim of the research is to substantiate the potential of using training tasks to form critical thinking of students – future Russian language teachers during the study of linguistic disciplines. The paper considers a training task as a problem situation constructed by the teacher that requires students to apply cognitive skills to interpret, analyze, evaluate information, make conclusions and self-regulate. The scientific novelty of the research lies in clarifying universal mental actions (skills) of a critically thinking person taking into account their application by future Russian language teachers in professionally oriented situations. As a result, 33 sub-skills for which training tasks were formulated involving the work with authentic information from various sources have been identified. The conditions for the successful formation of students’ critical thinking have been determined: the predominant use of multiple texts in the compilation of tasks, the modeling of conditions for future professional activities, the systematic use of training tasks, a variety of forms of learning activities, which enables the manifestation of cognitive skills to select language material in a conscious and critical manner and use it optimally.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139226383","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}
The research aims to elaborate the pedagogical foundations for the development of the culture of managerial activity among cadet unit commanders at military universities. The paper sheds light on the problem of the culture of managerial activity in relation to this category of officers, formulates the authors’ definition of the “culture of managerial activity”, briefly analyzes the main points of view and approaches to the interpretation of the phenomenon under study. The authors describe professionally important qualities of cadet unit commanders that allow them to effectively carry out managerial activities. The main levels of development of the culture of managerial activity in relation to the considered category of officers are identified, their qualitative characteristics are presented. The paper describes the main pedagogical conditions for the development of the phenomenon under study, reflects their specificity in the work situation involving commanders and cadet units. The main ways of developing the culture of managerial activity among cadet unit commanders at military universities are presented. The scientific novelty of the research lies in presenting the authors’ definition of the notion of an officer’s culture of managerial activity and determining its structure and content. As a result of the research, the stages, methods, principles and pedagogical conditions for the development of the culture of managerial activity among cadet unit commanders at military universities have been identified, the need for the development of an officer’s managerial activity to increase the effectiveness of professional tasks performed has been demonstrated.
{"title":"Pedagogical foundations for the development of the culture of managerial activity among cadet unit commanders at military universities","authors":"L. Abdalina, Maxim Alekseevich Lebedev","doi":"10.30853/ped20230168","DOIUrl":"https://doi.org/10.30853/ped20230168","url":null,"abstract":"The research aims to elaborate the pedagogical foundations for the development of the culture of managerial activity among cadet unit commanders at military universities. The paper sheds light on the problem of the culture of managerial activity in relation to this category of officers, formulates the authors’ definition of the “culture of managerial activity”, briefly analyzes the main points of view and approaches to the interpretation of the phenomenon under study. The authors describe professionally important qualities of cadet unit commanders that allow them to effectively carry out managerial activities. The main levels of development of the culture of managerial activity in relation to the considered category of officers are identified, their qualitative characteristics are presented. The paper describes the main pedagogical conditions for the development of the phenomenon under study, reflects their specificity in the work situation involving commanders and cadet units. The main ways of developing the culture of managerial activity among cadet unit commanders at military universities are presented. The scientific novelty of the research lies in presenting the authors’ definition of the notion of an officer’s culture of managerial activity and determining its structure and content. As a result of the research, the stages, methods, principles and pedagogical conditions for the development of the culture of managerial activity among cadet unit commanders at military universities have been identified, the need for the development of an officer’s managerial activity to increase the effectiveness of professional tasks performed has been demonstrated.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"865 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250277","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}
The aim of the study is to identify the subsequent influence of pathogenic factors that arose at the initial stages of ontogenesis on the formation of psychophysical, cognitive, speech and intellectual activity with further integration into society of children with disabilities. The paper interprets the results of research on the pathogenic factors in the early period of children’s development that negatively affect personal and social well-being during the subsequent stages of development of preschoolers belonging to various nosological categories. Both theoretical and practical questions about the system of early detection of abnormalities as an increased source of risk for the occurrence of impaired development in children are considered. Scientific novelty of the study lies in the following: it is the first time that modern data on the unequal influence of early pathogenic factors with selective significance on the formation of psychophysical, intellectual, speech, behavioral and sensory functions of children with disabilities belonging to different nosological categories have been obtained. A step-by-step program has been developed to support children with disabilities in the process of education and training in a preschool education institution. As a result, reliable information regarding the influence of each individual pathogenic factor of early dysontogenesis, which adversely affected the full development during preschool years at the present stage, identified in the anamnesis of children with disabilities has been analyzed. This aspect of the study will help to develop and select in a timely manner a set of rehabilitation measures, effective correctional care to prevent the occurrence and appearance of secondary pathologies.
{"title":"Influence of early pathogenic factors on the subsequent development of preschool children with disabilities","authors":"Ekaterina Vladimirovna Danilina","doi":"10.30853/ped20230167","DOIUrl":"https://doi.org/10.30853/ped20230167","url":null,"abstract":"The aim of the study is to identify the subsequent influence of pathogenic factors that arose at the initial stages of ontogenesis on the formation of psychophysical, cognitive, speech and intellectual activity with further integration into society of children with disabilities. The paper interprets the results of research on the pathogenic factors in the early period of children’s development that negatively affect personal and social well-being during the subsequent stages of development of preschoolers belonging to various nosological categories. Both theoretical and practical questions about the system of early detection of abnormalities as an increased source of risk for the occurrence of impaired development in children are considered. Scientific novelty of the study lies in the following: it is the first time that modern data on the unequal influence of early pathogenic factors with selective significance on the formation of psychophysical, intellectual, speech, behavioral and sensory functions of children with disabilities belonging to different nosological categories have been obtained. A step-by-step program has been developed to support children with disabilities in the process of education and training in a preschool education institution. As a result, reliable information regarding the influence of each individual pathogenic factor of early dysontogenesis, which adversely affected the full development during preschool years at the present stage, identified in the anamnesis of children with disabilities has been analyzed. This aspect of the study will help to develop and select in a timely manner a set of rehabilitation measures, effective correctional care to prevent the occurrence and appearance of secondary pathologies.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139252641","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}
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