1,334 research outputs found
Мотивація процесу формування інтересу молодших школярів до іншомовної комунікативної діяльності
No full textУ статті обґрунтовано місце мотивації у формуванні інтересу молодших школярів до іншомовної комунікативної діяльності. Визначено, що одним із ефективних засобів формування мотивації та організації іншомовної діяльності в початковій школі є дидактична гра. Конкретизовано зміст поняття “іншомовна комунікативна діяльність”. Наведено зразки психокорекційних і комунікативно-ігрових вправ, які сприяли б формуванню інтересу до комунікативної іншомовної діяльності.</jats:p
Professional Training of Future Educators for the Usage of Ethnological-Aesthetic Means in Work with Children of Senior Preschool Age
No full textThe relevance of professional training of future educators of IPE (institution of preschool education) for usage ethnological-aesthetic means in work with children is substantiated in the article. The concept of "means" is concretized and a complex of ethnological-aesthetic means, effective for the forming in preschool age children's ideas about culture, life, traditions, customs, rites of the Ukrainian people and aesthetic taste (folk toys, crafts and handicrafts, state and folk symbols, everyday life, arts and crafts) is proposed. Importance of involving senior preschool age children in folk crafts and handicrafts, arts, making folk toys is actualized, which promotes patriotism, development of personal qualities such as kindness, compassion, courage. The role of aesthetics of everyday life, state and national symbols in awareness of the beauty of the surrounding reality by child is determined. The paper suggests theoretical and methodological aspects of professional training of students for decorative drawing and decorative application classes (drawing and application of Easter eggs on planar forms, Yavoriv toys, exercises in elements of Hutsul and Petrykivka painting), making a folk toys from various materials (threads, fabric, hay, straw), modeling visits to a virtual museum in work with senior preschool age children; the importance of such classes for mental, speech development, preparation for schooling of senior preschool age children is substantiated. The pedagogical conditions for the effectiveness of the usage of ethnological-aesthetic means in the practice of institutions of preschool education are proposed. The authors emphasize the importance of training future educators to create an appropriate educational environment, develop skills to select tools and methods for work with children that would promote their creative attitude to the aesthetic development of reality, reflecting it in their own creative activities
Peculiarities of Future Educators’ Training for the Forming of the Fundamentals of National Consciousness in Children of Older Preschool Age
No full textThe peculiarities of professional training of future educators for the forming of older preschool-age children’s national consciousness are substantiated in the article. The main tasks, directions, and means of national education of children of older preschool age are analyzed. The main ethnographical means that contribute to the forming of the fundamentals of the national consciousness of children in the sixth year of life are specified and characterized, and the content of pedagogical activities aimed at expanding their horizons with specific ethnographical knowledge and ideas about important social phenomena and events is determined. All this can be realized with the help of various genres of oral folk art, traditions and customs of the Ukrainian people, folk games and toys, folk industries and crafts, and national symbols. All the ethnographical means listed above in figurative and rhythmic forms reflect real life in all its diversity (everyday life, social phenomena, work, human relationships) and contribute to national education, forming of the fundamentals of the national consciousness of older preschool-age children.
It was established that preschool national education should help the child to form and apply the acquired social knowledge, and contribute to the forming of the skills of spiritual perception of national and cultural heritage. The result of national education should be reflected in the children's acquisition of social experience, the inheritance of the spiritual and moral values of the Ukrainian people, the achievement of a high level of national consciousness, as well as in the forming of a personality as a patriot of one's country. It is worth noting that national feelings are the basis of national consciousness and they do not arise by themselves, but only as a result of long-term educational influence on the personality, starting from the older preschool age.
The future IPE teachers’ training for the development of national consciousness in children of older preschool age should be aimed at self-realization and the disclosure of their individual creative abilities. Gradually, the student’s vocabulary is enriched with everyday words, proverbs, sayings, tongue twisters, riddles, and other works of oral folk creativity, they learn to dramatize fragments of familiar Ukrainian fairy tales, make toys, decorate national dishes, clothes, and other household items. A systematic approach in work promotes the development of higher education getters’ interests in ethnography
Професійний потенціал майбутніх учителів іноземної мови початкової школи: зміст, завдання, творчість
No full textУ статті актуалізовано і обґрунтовано особливості формування професійного потенціалу майбутніх учителів іноземної мови початкової школи. Проаналізовано підходи вчених щодо визначення специфіки професійного потенціалу. Доведено, що основою творчої професійної діяльності майбутнього педагога є розвиток професійного потенціалу та індивідуальний стиль діяльності, які формуються у ВНЗ. </jats:p
Шляхи реалізації принципу наступності в екологічному вихованні дітей в сучасних закладах дошкільної освіти і початкових школах
No full textThe essence of the concept “ecological culture" is determined in the article and it is substantiated that the basis of its forming in children of senior preschool age is the content of the program of studing and education in the preschool educational institutions, and in primary school children the content of the educational subject “Natural science" in the elementary school, through which the teacher acquaints children with the environment and forms in close cooperation with parents a thrifty attitude towards it. For this purpose, the teacher realizes the principle of continuity as interconnected content, methods, forms and means of ecological education in order to form an ecologically educated and cultural personality.
It is determined the components of the ecological culture of preschool age children (the absorption of nature, the level of knowledge, abilities, skills to act in the nature, interest in the studing of nature, ecological consciousness, environmental activity) and the elementary school age children (knowledge about the interrelations in nature and the awareness of man as a part of it, assessment of people’s behavior in nature, participation and organization in environmental activities, negative attitude to actions that are harmful to the natural environment).
The pedagogical conditions of ecological education of senior preschool and junior school age children (the ecological orientation of educational work of educational establishments, usage of different kinds of activity, increase of the level of professional training of personnel, cooperation of educational establishments, schools, family, taking into account age, individual and psychological peculiarities of children of the senior preschool and junior school age, application of information of ecological content in practice) are substantiated.
It is determined that content, methods, forms and means of ecological education used by the teachers of preschool institutions and primary schools influence on forming the ecological culture of children of the senior preschool and junior school age. The place of games, works of fiction, modeling of ecological situations in forming of children’s ecological culture is justified and the examples are given. It is emphasized on the necessity of cooperation between preschool and primary educational institutions with the family.У статті визначено суть поняття “екологічна культура” і шляхи реалізації принципу наступності як взаємопов’язаності змісту, методів, форм та засобів екологічного виховання з метою формування екологічно вихованої і культурної особистості. Виокремлено компоненти екологічної культури дітей дошкільного і молодшого шкільного віку. Конкретизовано, що важливим показником сформованості екологічної культури дитини 6-7 років є її екологічна вихованість. Акцентовано на педагогічних умовах екологічного виховання дошкільників. Визначено, що на формування екологічної культури дітей старшого дошкільного і молодшого шкільного віку впливають зміст, методи, форми і засоби екологічного виховання, які використовуються педагогами обох ланок. Обґрунтовано місце ігор, творів художної літератури, моделювання екологічних ситуацій, праці у екологічному вихованні дітей та наведено приклади. Акцентовано на необхідності співпраці закладів дошкільної і початкової освіти з сім’єю
Професійний потенціал майбутніх учителів іноземної мови початкової школи: зміст, завдання, творчість
No full textThe features of forming of future primary school foreign language teachers’ professional potential are updated and justified in the article. The scientists’ approaches to concretize the specific of professional potential are analyzed. It is proved, that the basis of the creative professional activities of a future teacher is the development of professional potential and individual style of activity, which are formed in higher educational institutionУ статті актуалізовано і обґрунтовано особливості формування професійного потенціалу майбутніх учителів іноземної мови початкової школи. Проаналізовано підходи вчених щодо визначення специфіки професійного потенціалу. Доведено, що основою творчої професійної діяльності майбутнього педагога є розвиток професійного потенціалу та індивідуальний стиль діяльності, які формуються у ВНЗ
Сучасний стан реалізації принципу наступності у підготовці дітей дошкільного віку до навчання в школі
No full textThe current state of implementation of the principle of continuity in preparing children for school is substantiated in the article. Emphasis is placed on the value of the child’s personal development, the focus of the educational process on the needs of its education and upbringing. The concepts of “school preparation”, “school readiness” and “school maturity” are specified and delineated. It is substantiated that openness, flexibility, plasticity of the older preschool child’s psychics provides great internal opportunities for positive changes before a difficult stage in her life – schooling, and therefore – early adolescence, so primary school teacher must be well trained psychologically. If the load, the content of the education, the requirements do not meet the capacity of children, there are risk factors. If at one age the normal conditions of development are disturbed, then the next one has to solve two tasks at the same time: training and correction.It is determined that one of the important qualities of the teacher in the context of the implementation of the principle of continuity is the ability to diagnose – kindly, purposefully, selectively observe the child in different activities, using individual educational, play tasks, which will show specific traits of the child’s personality (her teaching skills, motivation, endurance, memory, self-organization, creative approach to solving problems), as well as to summarize facts, to accumulate and analyze children’s works for a long time.Particular attention in the implementation of the principle of continuity deserves to create for preschoolers and primary school pupils a developmental environment that will contribute to the development of cognitive activity, creativity, independence, in particular through the usage of attributes for different games, creating toys, arranging a book corner with cognitive content literature, the usage of cards, globe, various schemes and more.У статті обґрунтовано сучасний стан реалізації принципу наступності у підготовці дітей до навчання в школі. Акцентовано на важливості особистісного розвитку дитини, зосередженості навчально-виховного процесу на потребах її навчання і виховання. Конкретизовано і розмежовано поняття “підготовка до школи”, “готовність до школи” та “шкільна зрілість”. Визначено, що однією з важливих якостей педагога в контексті реалізації принципу наступності є вміння діагностувати – доброзичливо, цілеспрямовано, вибірково спостерігати за дитиною у різних видах діяльності, використовуючи індивідуальні навчальні, ігрові завдання, в яких будуть проявлятися специфічні риси її особистості (навчальні уміння, мотивація, витривалість, пам’ять, самоорганізація, креативний підхід до вирішення завдань), а також узагальнювати факти, нагро-маджувати й аналізувати дитячі роботи упродовж тривалого часу
Tamara K. Anderson and Expectations
No full textAre things not going according to your plans? Tamara K. Anderson, the author of Normal for Me, describes how she has found success and hope by adjusting what she expects. She relates how she achieves happiness despite trials and setbacks. Check out her podcast Stories of Hope in Hard Times at https://tamarakanderson.co
Oral history interview with Tamara Lebak
No full textTamara Lebak discusses her life as a singer-songwriter, author, and minister at All Souls Church in Tulsa, Oklahoma. She talks about her upbringing and education, studying abroad in Belgium, and her work as a teacher in Garland, Texas. She discusses how she became involved in Unitarian Universalism and how she became the first openly gay minister at All Souls. She also comments on her current projects, the children's books that she has written, and her love of singing and songwriting.The Deep Roots: Oklahoma Authors Collection is a series of interviews with authors who discuss their lives, work, and creative processes
HOW AN ONLINE COURSE COMPARES
No full textStudent satisfaction with and performance in an on-line agrisales course is compared with that of students enrolled in a simultaneously-taught classroom course. Assessment tools are developed for both sections. Online and classroom students were equally satisfied with the course and the instructor using most measures, but had different motivators for course enrollment. Overall student performance did not differ, but the composition of such was unique for each group. Results suggest instructors be well prepared to handle unique learner situations prior to marketing an online course.Teaching/Communication/Extension/Profession,
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