SOPHIA RUSOVA ON LABOR EDUCATION OF PRESCHOOL CHILDREN

In 1999, the Republic of Belarus began to educate children with severe multiple disorders (SMD). For this purpose, new special educational institutions – correction and development training centres (CDTC) – were opened across the country. Curricula for preschoolers with SMD appeared only in 2011, and curricula approved by the Ministry of Education of the Republic of Belarus appeared in 2014. Before 2011, teachers were more engaged in the care and supervision of preschoolers with SMD than in the actual educational process. Currently, changes are taking place in preschool education. The education of children with SMD should be built on a competency basis where the formation of their life competencies should play the leading role. The need to assess the quality of such education has emerged, and, consequently, the issue of professional training of specialists of CDTC in this direction. The aim of the article is to determine the possibilities of the system of professional development of teachers of specialized institutions on the issues of quality assessment of education of pupils with severe multiple disorders at the present stage in the Republic of Belarus. The basic methods in the study of this problem were questioning and content analysis. The experimental base of the study is represented by 63 state educational institutions “Centre for Corrective and Developmental Education” (Brest, Vitebsk, Gomel, Grodno, Mogilev, Minsk regions and the city of Minsk, Republic of Belarus), as well as 8 institutions providing professional development of CDTC personnel (Brest, Vitebsk, Gomel, Grodno, Minsk regions, the city of Minsk, Republic of Belarus). The study involved 345 respondents: 334 teachers of CDTC and 11 employees of professional development institutions. The study was conducted in 2020. The article presents the author’s view on assessing the quality of education of preschool children with SMD, highlights the results of the empirical study, and substantiates the possibility of changing the training of teachers of CDTC in the context of professional development institutions. The obtained data allow us to see a holistic picture of the modern system of professional development for special teachers on the problems of assessing the quality of education of preschool children with SMD, which further allows to adjust the training programs of professional development in specialized institutions (Academy of Postgraduate Education, Institutes of Education Development), to include the most popular topics in their content.

Children's education consciously guides and guides the condition of the soul, especially so that it can cultivate good morals and habits from the beginning of its growth and development, until it reaches puberty, so that a personality is formed in accordance with educational goals. In order to study the concept of children's education, it is necessary to study the thoughts of previous scholars, because it is undeniable that there have been many contributions made by previous scholars, especially in the world of education. Educational figures who are used as research objects are scholars of interpretation, hadith, ushuluddin, and Arabic, but not much research has been done on the concept of education. The concept of the figure's education is outlined in his books, but the world of education does not recognize him as an educational figure. Ibn Qayyim Al-Jauziyyah, with his characteristics and personality as a knowledgeable person, we will undoubtedly find some hints, views and instructions about education, in addition to his sincerity in discussing various other fields of knowledge. We certainly find advice about the concept of education in the books written by these figures. Therefore it is very interesting if it is discussed more deeply regarding the concept of children's education according to Ibn Qayyim Al-Jauziyyah. The type of research used in collecting data is library research, namely a series of activities related to library data collection methods, reading and recording and processing research materials. There are three important aspects in the concept of children's education according to Ibn Qayyim al-Jauziyyah, namely the goals of children's education, children's education materials, and educational methods. In terms of children's education goals, Ibn Qayyim al-Jauziyyah explained that the main goal of Islamic education is to grow and develop all of the child's potential, maintain nature, and protect it from deviations and realize the meaning of worship to Allah. In the aspect of children's education material, Ibnu Qayyim revealed that there are seven children's education materials namely Faith Education, Mental Education, Intellect Education, Moral Education, Social Education, Physical Education and Sex Education. In terms of educational methods, Ibn Qayyim explained several methods that can be used in children's education including the habituation method, the exemplary method, the advice method, and the punishment method.

Relevance. The relevance of the research is determined by the need, through moral and patriotic education, to restore lost moral values in Russian society, to form in the younger generation a commitment to spiritual ideals and a sense of belonging to the centuries-old national history and culture. Aim. To investigate, in historical retrospect, the domestic pedagogical experience of moral and patriotic education of preschool children, which will allow us to fruitfully use its lessons to improve the effectiveness of the functioning of preschool children moral and patriotic education models inmodern conditions. Research methods. The leading method is the dialectical method of cognition, which includes the requirement to consider the system integrity and the interconnection of all its aspects. In the course of the research, a set of methods of the general theoretical level (analysis, synthesis, generalization,comparison, actualization, systematization, etc.), as well as empirical (the method of expert assessments) and hermeneutic methods providing for the interpretation of texts were used. Scientific novelty and/or theoretical and/or practical significance. The study significance lies in the fact that trends and patterns in the development of the idea of moral and patriotic education of preschool children in the Soviet period of national history are revealed on the basis of the retrospective analysis of historical primary sources and scientific pedagogical literature. The characteristic features of the formation and development of the national system of moral and patriotic education of preschoolers are theoretically comprehended and analyzed. The development of the system of moraland patriotic education of preschool children is considered as a process determined by historical, pedagogical and socio-cultural factors, as well as as a process that stimulates the socio-economic and cultural development of the country. The conducted analysis of the experience of the moral and patriotic education system development contributes to the improvement of approaches, forms and methods of moral and patriotic education of preschool children at the modern stage. Results. The result of this study is an idea of the formation and development of the national system of moral and patriotic education of preschool children as a consistent process of accumulation of scientific and pedagogical knowledge and experience, taking into account the specifics of political and socio-cultural features of various stages of Soviet period national history. The development of the idea of moral and patriotic education of preschool children took place in a multiethnic and multi-cultural society, which determined the content, forms, methods and means of this educational work direction in preschool educational organizations. Conclusion. The analysis of the historical retrospective of the moral and patriotic education pedagogical idea formation in the Soviet period of national history has shown that in the conditions of a fundamental change in social formation, the most effective means is the design of models of patriotic education of children, starting from the period of preschool childhood as an integral part of moral education. In the domestic pedagogy of preschool education of the Soviet period, there was a deep development of means of moral and patriotic education of preschoolers, such as fine arts, literature, music, folklore, the nature of the motherland, folk traditions, etc.; the idea of relying on universal values and on the cultivation of emotions and feelings of the child was the key factor.

The article is devoted to the actual problem of modern special education – history of the development of education of children with children orthopedic impairments in Ukraine. Historical and pedagogical studies of the formation and development of the education system of children with children orthopedic impairments are an important source for reforming the system of special education in the realities of the New Ukrainian School, can help determine the prospects of providing quality education to children of the specified nosology, the development of the science of orthopedics. The purpose of the article is to highlight the process of the formation of a system of education of children with children orthopedic impairments in Ukraine in the late nineteenth and early twentieth century. The author analyzes the ways of providing education to children with children orthopedic impairments during the specified period. The problems of the activity of medical and pedagogical offices are considered and their main tasks are defined. Based on the analysis of the scientific literature, conclusions were drawn about the main directions of activity of the medical-pedagogical offices in the issues of diagnostics, study, differentiation, and assistance to children with life-limiting activities. The end of the nineteenth and the beginning of the twentieth century, rich in historical events, the years of revolutions, national liberation competitions in Ukraine, new pedagogical searches have sharpened the attention of the society to the problems of caring, education, training, and rehabilitation of children with disorders of the musculoskeletal system. This period is marked by a change in attitude towards children and adults with intellectual and physical disabilities. In the nineteenth century, not only learning but also the right to education became more aware. There is an involvement of persons with impaired functions of the musculoskeletal system to work in enterprises (the impact of the industrial revolution, the end of the industrial revolution, bourgeois reforms in Russia). Issues of education, education of children of this category in the early twentieth century were actively studied and discussed. Only some attempts were made to organize the education of children with children orthopedic impairments, but no differentiated state system of their education was issued. In the course of scientific research, the following methods were used: the method of studying the scientific literature; method of theoretical analysis (generalization and systematization) in order to reveal the content of the study; comparative-historical method.

The article describes and analyzes the key laws and principles of social and cultural values of the concept of body-education of preschool children in interaction with the physical, moral and aesthetic education. It is noted that in today's conditions of development of preschool education, it is necessary to take into account the multilateral social demands and requirements, interests and needs of different groups of the population, special regularities and principles of physical and value education of children of preschool age. The purpose of this article is to determine the theoretical substantiation of the laws and principles of the socio-cultural concept of physical and value education of preschool children in cooperation with physical, moral and aesthetic education. The analysis allowed to reveal the theoretical and methodological foundations of the socio-cultural concept of physical and value education of preschool children in interaction with physical, moral and aesthetic education through the elucidation of the theoretical foundations of the laws and principles of the above system. Different thoughts are presented by both domestic and foreign scientists who were engaged in solving the problem of key regularities and principles of the sociocultural concept of physical and value education of preschool age children in interaction with physical, moral and aesthetic upbringing. It is proved that the disclosure of theoretical and methodological principles of the socio-cultural concept of physical and value education of preschool age children in interaction with physical, moral and aesthetic education requires first of all the elucidation of the theoretical foundations of the principles and principles of the system of physical and value education of preschoolers. It is suggested that the implementation of the principles of the system of physical and value education of preschool children in cooperation with physical, moral and aesthetic education yields positive results only when they are used in a harmonious combination. It is concluded that the main task of a preschool institution is to introduce an effective system of physical and value education of preschool children in conjunction with physical, moral and aesthetic education, which will promote the growth of a child's conscious, patriotically minded, spiritually developed personality. The detailed consideration of the issue of the principles and principles of the socio-cultural concept of the physical and value education of preschool children in cooperation with physical, moral and aesthetic education has become the basis for determining the criteria for the formation of the value relation of the child to his own physicality.

This comprehensive article delves into the pressing topics of inclusive education and early intervention for children with special educational needs. The scientific article discusses topical issues of inclusive education and preschool education for children with special educational needs in the context of Kazakhstan and the Republic of Turkey. Pre-school education is the education of children older than 8 months before the start of compulsory (primary) education, mainly before entering school. The purpose of preschool education is to help children develop their physical and intellectual development, develop speech skills, and properly prepare for primary school. On the other hand, education in pre-school classes is the first stage of compulsory education. The main goal of education in preschool educational institutions is to achieve basic literacy and mathematical skills for all students. Education of mentally retarded children requires the existence of a special education system. Given their limited abilities, mentally retarded children need a system adapted according to their calendar and mental age. Such a system implies the need for many features in determining educational activities designed taking into account the needs of children with intellectual disabilities and their interests. In Kazakhstan, there are several state special schools with pre-school education. The authors shared the results of sociological research on the organized system of special education for children with intellectual disabilities of Kazakhstan and Turkey, specially prepared programs and special organizational structures in each of them.

The education of children from migrant families is a pressing issue, with approximately 36 million school-age children and adolescents among international migrants, a number that continues to rise. Their education is an important long–term strategic priority and an investment in the future of the whole world. The article examines the problems of the education of migrant children, considers the recommendations for different countries in the field of organizing access of children to preschool, primary and secondary education, the creation of a favorable environment. Special attention is given to issues related to access to education, adaptation in the educational environment, and overcoming language barriers. The choice of a particular integration model depends on the immigration history of each country. Some integration models contribute to the formation of a multicultural society, while others aim at the complete assimilation of migrants. The selected models of realization of the right to the education of migrant children are reflected in the education system and determine how it will respond to the challenges associated with an increase in the number of children from migrant families in educational institutions. The study results highlight the necessity of creating efficient policies to safeguard the educational rights of migrant children.

The pedagogical condition of training a future primary school teacher for the formation of environmental culture that is the use of appropriate traditional and innovative forms and methods in the direction of actualization of needs of children in nature protection activities is characterized. The implementation of this condition is based on the cooperation of lecturers and students of higher educational institutions and was carried out in classroom and during extracurricular activities. Updated curricula on the subjects Fundamentals of Environmental Studies, Methods of Teaching Subjects of the Integrated Course I Explore the World are provided.The program of pedagogical practice for students of higher educational establishments (3rd year, Specialty 013 Primary Education) with environmental content is updated – the purpose and objectives for each lesson for studying topics related to nature protection and environmental management issues are formulated: definition of teaching methods for nature protection and environmental management taking into account psychological and individual characteristics of children, self-analysis of the lesson on the integrated course I Explore the World, analysis of a lesson taking into account the solution of pedagogic and educational tasks set before the lesson. The directions of educational (field) practice are specified: study and assessment of the state of nature of the native land; nature protection; topics and content of ecological excursions as a leading organizational form of educational (field) practice are diversified.The developments of the special seminar Psychological and Pedagogical Foundations of Environmental Education of Primary School Children are provided. The seminar consisted of three parts: 1) the first part Nature as a Universal Value revealed the global problems of the planet, the essence of environmental culture of a teacher; 2) in the second part – Psychological Bases of Environmental Education of Primary School Children psychological methods offormation of environmental consciousness and behaviour were studied; 3) the third part is devoted to the pedagogical foundations of environmental education of primary school children.

This study aims to elaborate on the concept of children's character education within the family environment according to Buya Hamka. It employs a qualitative approach with a library research method. The data for this study were collected using documentation techniques, which involved reviewing and searching for information in the form of notes, books, journals, and other general scientific works. The analysis was conducted using content analysis techniques. The findings reveal that Buya Hamka emphasizes that the foundation of children's character education begins in the family environment. In this context, parents, specifically fathers and mothers, play a central role in shaping a child's character. The primary aspect of children's education starts and is implemented within the family setting. According to Buya Hamka, several methods can be applied to instill and shape a child’s character. These methods include exemplary behavior, advice, practice, habituation, discussion, and punishment. Additionally, three key steps for character building are identified. Firstly, parents, as the primary educators, must possess a pure and sincere spirit in nurturing their children’s character. Secondly, parents are obligated to provide advice to their children. Thirdly, parents should frequently engage their children in discussions.

У статті досліджуються теоретичні основи фізичного виховання дітей дошкільного віку. Обґрунтовано значення теорії і методики фізичного виховання дітей дошкільного віку як навчальної дисципліни у зв’язку з орієнтацією дошкільної освіти на загальнолюдські цінності у сфері фізичного виховання та зростання відповідальності за здоров’я дітей. На основі теоретичного аналізу визначається роль та місце теорії і методики фізичного виховання дітей у системі підготовки фахівців у галузі дошкільної освіти в контексті виокремлення здоров’язбережувальної спрямованості модернізації дошкільної освіти.

Стаття присвячена проблематиці розвитку теоретичної думки польських вчених, лікарів та суспільних діячів у галузі фізичного виховання дітей і молоді в другій половині ХІХ та початку ХХ ст. Проаналізовано основні концепції фізичного виховання в системі дошкільної та шкільної освіти на польських землях в цей історичний період. В основному, увага польських дослідників того часу зосереджувалася на впровадженні систематичних занять з фізичного виховання у всіх типах польських шкіл, застосування рухових ігор і забав у навчальному процесі, популяризації фізичної культури в закладах дошкільної освіти, залучення батьків у процес фізичного виховання дітей у родині, фаховій підготовці вчителів фізичної культури та ін. Мета дослідження. Визначити основні напрямки та тенденції розвитку теоретичної думки польських вчених, лікарів та суспільних діячів в другій половині ХІХ та початку ХХ ст. у галузі фізичного виховання дітей і молоді. Методи дослідження. Вивчення літературних джерел, документальних матеріалів, теоретичний аналіз і синтез отриманих даних. Результати дослідження. У другій половині ХІХ − початку ХХ ст. проблематика фізичного виховання стала інтегральним елементом програм педагогічних з’їздів польських вчителів на яких зверталась увага на надзвичайно суттєву роль фізичного виховання в освіті молодого покоління, а також у покращенню стану здоров’я населення загалом. Польські вчені, педагоги лікарі приймали активну участь в ряді євро­пейських конгресів та форумів, що відбувалися на початку ХХ ст., на яких розглядалися проблеми фізичного виховання, здоров’я та гігієни дітей і молоді. Значну роль у популяризації в польському суспільстві питань фізичного виховання дітей та молоді відіграв ІХ з’їзд польських лікарів і біологів, який відбувся у 1900 році в Кракові. Вперше під час проведення таких форумів було організовано спеціальну секцію з проблематики фізичного виховання дітей і молоді. Висновки. Проведений аналіз літературних джерел та архівних документів дозволяє стверджувати, що незважаючи на чисельні труднощі у процесі організації фізичного виховання в дошкільній та шкільній освіті на польських землях у цей історичний період (слабка матеріальна база для проведення занять з фізичного виховання; відсутність підготовлених вчителів з цього предмету; консерватизм керівництва частини шкіл) теоретичний та практичний розвиток фізичного виховання підростаючих поколінь осягнув значного прогресу у порівнянні з попередніми десятиріччями.

This article talks about five important initiatives of the President of the Republic of Uzbekistan to improve the spirituality and meaningful organization of the free time of young people, as well as their impact on the development of the sphere. In order to strengthen the material and technical base of the preschool education system, to provide qualified teachers, to introduce modern pedagogical technologies in the educational process, to improve the quality of education in preschool education, to increase the coverage of children is extremely important as it focuses on expanding the public and private sector. Establishes the procedure for introducing state standards of preschool education and monitoring compliance with its requirements. The implementation of the state standard consists of the development of the state educational program of preschool education and training, teaching aids, methodical recommendations in the field of preschool education and upbringing of preschool children.

Preschool years constitute a vital developmental period during which foundations of later development are formed. It is during this period that essential developments such as establishing attachment bonds, forming a basic sense of autonomy and sense of self (ego), language acquisition and attaining life and social skills. Studies in developmental psychology and in a variety of other disciplines have established that the optimal growth at this stage will prepare the child for later developmental tasks and challenges. For a great part of human history care and education of children at this period was done by extended family and the immediate local community. However, as demands of recent centuries and decades have necessitated longer and more intensive periods of formal schooling, preparation of preschool children for later development has evolved accordingly. Therefore, preschool education has been added to traditional family education and socialization of children. The accumulated literature and experience in preschool education has reached to a point where not only the classroom learning experiences but also the surrounding school and neighborhood settings have been receiving attention. One of the significant aspects of these contextual factors has been the playground. A growing body of research has addressed importance of incorporating the playground into educational activities for preschool children. Studies focusing on the playground activities for preschool in Turkey have been limited. Therefore, this study aimed at examining preschool teachers’ use of playground. Fifty-four preschool teachers from three different cities were recruited for this qualitative study. Semi-structured interviews were conducted with each participant. Results of the study showed that although the preschool teachers reported overall positive attitudes toward educational use of the playground, they underutilized the playground due to concerns about children’s safety and a lack of equipment and quality playground arrangements. Furthermore, they reported playing certain typically outdoors games indoors for these reasons. Results, limitations of the study and implications the results for both educations and researchers were discussed.

The article deals with one of the little-studied pages from the life of Kuzebay Gerd (K. P. Chaynikov), as a teacher and organizer of preschool education to Udmurt children. On the basis of archival documents, the activities of K. Gerd as the head of the Child Protection subdivision of the Udmurt regional Department of education and head of the Votyak of preschool children’s home № 1 named after Maxim Prokopyev are shown. The authors analyze pedagogical theories and methods of children’s education, which became widespread in the early twentieth century, present the original views of K. Gerd on the education of Udmurt children. The main requirements for working with children of preschool age during this period were the daily study, registration and study of the psychophysical characteristics of the child, his reliance on natural, “free” development, the formation of independence, labor skills. Much attention was paid to hygiene, the educational role of art, familiarizing children with the study of the environment through excursions and “live observations” of nature. K. Gerd attributed special importance to the use of the native language and children’s literature in the process of upbringing and education of Udmurt children. Attached to the publication: statement of K. Gerd in the Udmurt subdivision of the Department of public education, the texts of his speeches at the all - Russian congresses of Udmurts-educators and socialist culture on preschool education, which reveal the views of K. Gerd on the nature of the Udmurt child, the importance and objectives of pre-school education of children.

Children are true learners who always want to know in realizing curiosity and expressing their feelings. All parents naturally want to make their children happy, seeing them grow up healthy, smart, and successful in their lives. Therefore, in order to educate children, they must use reliable strategies, such as using games. Playing in principle is the most influential factor in a child's self-development period, essentially playing is very closely related to children's development. Learning to play is expected to increase children's knowledge, creativity, and various aspects of children's development, especially cognitive intelligence on children's creativity. Therefore the implementation of pre-school children's education has been regulated in the National Education System Law by finding a new perspective on children's education, namely the concept of Early Childhood Education (PAUD) in 2003. The idea of ​​PAUD basically wants to sharpen the concept of pre-school children's education as an initial view according to the context of the times. Therefore, departing from children as an initial step to introduce education to early childhood, it is hoped that through block games can improve the development of children's creativity, especially in early childhood in Taman Kanak-kanak Negeri 2 Bukit Kapur Kota Dumai. So the authors raise the title of this study: Improving Early Childhood Creativity Through Playing Method with Beams in TK Negeri 2 Bukit Kapur, Dumai City, 2018/2019 Academic Year. This research is a field research, while the type of this research is action research that is focused in the arithmetic area or commonly referred to as Classroom Action Research (Classroom Action Research). In collecting the data needed the author uses data sources consisting of two sources, the first is the primary data source, the type of data taken from direct observation in class at B-1. Based on the results of data analysis, the results of this study can be shown by the authors there is an increase in each cycle, from cycle I, and cycle II. The authors conclude that the Method of Playing with Beam Games can enhance the Development of Creativity in children in the Taman Kanak- kanak Negeri 2 Bukit Kapur Kota Dumai.