Development Of Cognitive Skills Research Articles

Philosophy of modern education: essence, content and orientation

The philosophy of modern education is a section of philosophy that deals with issues of education research, its role in the life of society, putting forward various pedagogical theories for the democratization and improvement of the educational process.As part of our research, we analyzed the content of the philosophy of education, its essence and direction. They characterized the vision of the philosophy of education in the works of its founder John Dewey and traced the relationship between the currents presented by the philosopher (practical learning, interdisciplinary approach, democratic classroom, reflective thinking, community involvement) on the potential results of the development of society (development of practical skills, development of cognitive skills, development public competence and compliance with public duties, development and improvement of metacognition, social interaction and culture).The study of Paulo Freire’s pedagogical theory of social justice, which developed under the influence of John Dewey’s current, also became valuable in the process of analyzing the problems of the philosophy of modern education. Central to Paulo Freire’s social philosophy was the understanding that in repressive dynamics the humanity of both the oppressor and the oppressed decreases. In turn, Freire’s philosophical concept rested on three main pillars: education as a tool for humanizing the individual through conscious actions aimed at transforming the world order; dialogue - as a pedagogical means of progressive learning; the “see, analyze and act” complex, which serves as the core of the philosopher’s methodology and consists in assessing the situation, its analysis, identifying the root causes of the occurrence of negative factors and active actions aimed at eliminating such factors while strictly observing the principle of social justice.It was determined that the philosophy of education should be understood as a field of philosophy that considers the development of education and society in their unity, offers pedagogical theories of educational activities, considers education as a lever for democratic changes and modifications. In turn, we see the concept of modern education in the presence of the following vector elements: humanistic education, digital education, hybrid education (mixed forms of education), inclusive education, individualized education, continuous education.

Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment

In the past two decades, the world has witnessed an exponential rise in the use of digital games, thanks to the widespread availability of Personal Computers (PCs) and mobile devices. These games have not only provided entertainment but have also demonstrated both positive and negative effects on players. While numerous studies have explored the impact of digital games on attention span, concentration, and addiction, little attention has been given to their influence on incidental Foreign Language acquisition. To bridge this research gap, the researcher embarked on a three-month longitudinal observational study during the post Covid-19 pandemic in 2022. The goal was to explore how digital games, which young learners played for leisure at home, affected their unintentional acquisition of English as foreign language. Participants in the study ranged from 8 to 14 years old, and three popular games, namely Free Fire, Minecraft, and Among Us, were included in the experiment.
 The results of our study shed light on the significant impact of digital gaming on participants' vocabulary development, highlighting gaming as a valuable asset for foreign language acquisition. Moreover, the players displayed a remarkable ability to retain the newly acquired vocabulary. However, we did identify two drawbacks. Firstly, the prolonged screen time associated with gaming raised concerns. Secondly, we observed that the vocabulary acquired was often specific to certain areas within a particular game, limiting its transferability to broader language contexts. This study serves as a catalyst for further research, encouraging an exploration of the benefits and drawbacks of employing digital games for targeted aspects of foreign language acquisition, such as cognitive skill development and enhanced comprehension. By delving deeper into these areas, researchers can better understand how digital games can be optimized to foster effective language learning experiences. Ultimately, this knowledge will contribute to the design of educational games that leverage the potential of digital technologies to facilitate language acquisition and promote a holistic learning experience for young learners

Improving undergraduate nursing students' clinical judgment: A peer mentoring project

Integrating various opportunities for nursing students to rehearse their use of nursing clinical judgment (NCJ) is needed to prepare for the licensure exam and clinical practice. Two exceptional nursing students were selected to provide peer mentoring sessions for nursing students enrolled in nursing courses designed to assist students with development of cognitive problem-solving skills. Two peer mentoring sessions were conducted to provide rehearsal of next generation style questions including case studies. This quality improvement project warrants further research to explore whether this innovative approach to coaching and mentoring has an impact on students’ use of NCJ.

Educational attainment for at-risk high school students: closing the gap.

The higher education gap persists in the United States for underserved, first-generation, low-income minority students. They often have little knowledge of college application and future success. This mixed-method study evaluated a Northeastern university-sponsored tutorial-mentorship 2-year program, Soar (pseudonym), for 80 metropolitan first-generation junior and senior high school students. One research question guided the study: Does Soar as a precollege program for underserved, first-generation, minority high school students help them successfully complete applications and prepare them for higher educational success? With college-oriented classes and workshops, the students submitted applications and received 205 acceptances from 96 colleges. Quantitative surveys and qualitative forums showed significant improvement in socioemotional and cognitive skill development and knowledge. Themes derived from qualitative focus groups supported the quantitative results. For juniors: Confidence, Aligning Schools and Strengths, Financial Literacy. For seniors: College Aspirations; Successfully Complete College Applications; Confidence, Self-Advocacy, Communication; Knowledge About Diversity of Schools and Critical Thinking. For mentors: Matching, Closeness, Trust; Confidence, Voice, Perseverance, Strengths, Goal Pursuit; Civic Engagement. The findings illustrate how an outreach program can result in higher education attainment and success for underserved, first-generation, minority high school students. Soar can become a model for college preparation for similar underserved students in other urban areas.

Deep brain stimulation for autism spectrum disorder.

Deep brain stimulation (DBS) is a medical treatment that aims to obtain therapeutic effects by applying chronic electrical impulses in specific brain structures and neurological circuits. Over the years, DBS has been studied for the treatment of many psychiatric disorders. Scientific research on the use of DBS in people with autism has focused this interest mainly on treatment-resistant obsessive-compulsive disorder, drug-resistant epilepsy, self-injurious behaviors (SIB), and aggressive behaviors toward the self. Autism spectrum disorder (ASD) includes a group of developmental disabilities characterized by patterns of delay and deviance in the development of social, communicative, and cognitive skills and the presence of repetitive and stereotyped behaviors as well as restricted interests. People with autism often have numerous medical and psychiatric comorbidities that worsen the quality of life of patients and their caregivers. Obsessive-compulsive symptoms can be found in up to 81.3% of people with autism. They are often severe, refractory to treatment, and particularly difficult to treat. SIB has a high prevalence in severely retarded individuals and is often associated with autism. Drug treatment of both autism and SIB presents a therapeutic challenge. To describe the current state of the art regarding the efficacy of DBS in people with ASD, a literature search was conducted for relevant studies using the PubMed database. Thirteen studies have been considered in this paper. Up to date, DBS has been used for the stimulation of the nucleus accumbens, globus pallidus internus, anterior limb of the internal capsule, ventral anterior limb of the internal capsule, basolateral amygdala, ventral capsule and ventral striatum, medial forebrain bundle, and posterior hypothalamus. In the total sample of 16 patients, 4 were adolescents, and 12 were adults. All patients had symptoms resistant to multiple drug therapy. Many patients taken into consideration by the studies showed clinical improvements as evidenced by the scores of the psychopathological scales used. In some cases, clinical improvements have varied over time, which may require further investigation. Among the new therapeutic perspectives, DBS could be a valid option. However, further, and more in-depth research is needed in this field.

Development and Piloting of a Mental Health Prevention and Referral Program for Veterans and Their Families in Ukraine.

While growing evidence exists for the effectiveness of mental health interventions in global mental health, the evidence base for psychosocial supports is lacking despite the need for a broader range of supports that span the prevention-treatment continuum and can be integrated into other service systems. Following rigorous evaluation of the Common Elements Treatment Approach (CETA) in Ukraine, this article describes the development and feasibility testing of CETA Psychosocial Support (CPSS), a brief psychosocial prevention and referral program for Ukrainian veterans and their families. CPSS development used evidence-based CETA intervention components and was informed by a stakeholder needs analysis incorporating feedback from veterans and their families, literature review, and expert consultations. The program includes psychoeducation, cognitive coping skill development, and a self-assessment tool that identifies participants for potential referral. After initial development of the program, the intervention underwent: (1) initial implementation by skilled providers focused on iterative refinement; (2) additional field-testing of the refined intervention by newly trained providers in real-world conditions; and (3) a formal pilot evaluation with collection of pre-post mental health assessments and implementation ratings using locally validated instruments. Fifteen CPSS providers delivered 14 group sessions to 109 participants (55 veterans, 39 family members, and 15 providers from veterans' service organizations). After incorporating changes related to content, process, and group dynamics, data from the pilot evaluation suggest the refined CPSS program is an acceptable and potentially effective brief psychosocial prevention and promotion program that can be implemented by trained veteran providers. Forty percent of participants required safety or referral follow-ups. The iterative, inclusive development process resulted in an appropriate program with content and implementation strategies tailored to Ukrainian veterans and their families. Brief psychosocial programs can fit within a larger multitiered mental health and psychosocial continuum of care that supports further referral.

Medical home primary care components and current educational service use in children and youth on the autism spectrum

IntroductionChildren and youth on the autism spectrum and their families use health and educational services to address their complex needs. They use primary health care services in the medical home, as endorsed by the American Academy of Pediatrics (AAP). They can also use educational services for their cognitive, social, and adaptive skill development, beginning in early intervention and through their transition to postsecondary or vocational roles. Medical and educational services are organized and delivered in separate systems, thereby placing the primary responsibility for coordinating these services on their families.MethodsPooled data from 2016 through 2019 National Survey of Children's Health were used to measure the association between current educational service use and six medical home primary care components, controlling for select sociodemographic and clinical factors in children and youth on the autism spectrum (n = 1,922).ResultsAfter controlling for select sociodemographic and clinical factors, difficulty getting referrals [aOR = 2.93, 95% CI (1.33, 6.41), P = 0.007] and no shared decision-making in the medical home [aOR = 2.93, 95% CI (1.21, 7.06), P = 0.016] resulted in higher likelihood of current educational service use. Older children had a lower likelihood of current educational service use [aOR = 0.91, 95% CI (0.85, 0.97), P = 0.003], whereas higher autism severity increased the likelihood of current educational service use [aOR = 1.80, 95% CI (1.10, 2.95), P = 0.019].ConclusionChildren and youth on the autism spectrum, especially those with moderate or severe autism, had a higher likelihood of education service use, unless they were older, had difficulty getting referrals, and no shared decision-making. Results suggest that the way services are currently provided between health and educational systems separates medical and educational professionals, therefore increasing the demands on caregivers and educational systems to facilitate current educational service use. Further study is needed for improving the medical home referral or shared decision-making pathways and to identify caregiver strategies for navigating educational systems.

Teachers’ Use of Spanish in the Classroom: Implications for Hispanic Dual Language Learners’ Classroom Engagement

ABSTRACT Research Findings: As the population of Hispanic children grows within U.S. preschools, it is increasingly important to understand how these classrooms facilitate school readiness, such as positive engagement with teachers, peers, and tasks, for Spanish-speaking Dual Language Learners (DLLs). A growing literature base indicates that DLL students’ exposure to their native language in the classroom provides deeper access to academic content, and can foster development of essential cognitive, social-emotional, and language skills. Therefore, the current study used an observational measure to examine how teachers’ Spanish language use was related to Hispanic DLLs’ classroom engagement across the academic preschool year. Separate regression models were run for teacher, peer, task, and negative engagement. As expected, results indicated that teachers’ Spanish use was significantly associated with children’s positive engagement to peers. Teachers’ Spanish use was also significantly associated with children’s negative engagement, though the direction of the effect was counterintuitive, as more Spanish use was related to greater negative engagement. Teachers’ Spanish use was not significantly associated with children’s engagement to teachers or tasks. Practice or Policy: The findings of this study are discussed within the context of identifying a set of best practices for facilitating inclusive early learning environments for language-minority students.

Анализ зарубежного опыта обучения вождению и формирования водительских компетенций

<p style="text-align: justify;">Currently, it is becoming increasingly important to study progressive methods of teaching driving. This article presents a comparative analysis of traditional and progressive approaches to driving education, using the GDE (Goals for Driving Education) matrix of driving education goals as a comparative criterion. An analysis of the rationale for a progressive approach based on the theories of foreign authors was carried out. The advantages of a progressive approach to driving education open up opportunities to bring the process of driver training to a new level — the formation of not only driving skills, but also the development of self-efficacy skills — the driver's self-assessment of his/her capabilities and limitations when driving, assessing the level of risk of his/her actions, confidence in his/her abilities. Driver self-efficacy skills serve to make driving safer in a road traffic environment. The analysis of international experience indicates that driving training within the framework of only one approach cannot fully meet the need for the development of cognitive skills of various levels and fully meet all the goals of the driver training model according to the matrix-GDE. To implement all the goals set for driving training and aimed at developing a wide range of driving competencies, an integrated approach is required.</p>

Does the early childhood education and care in India contribute to children's skill development?

AbstractEarly childhood education and care (ECEC) is a crucial intervention because of its long‐term impact on child development. However, information concerning the effectiveness of the ECEC in developing countries like India is sparsely available. This empirical study drew upon primary data collected from India's eastern state, West Bengal and investigated whether attending preschool contributed to children's cognitive and social skill development. The study found that attending preschool did not provide dividends in the form of cognitive and social skill accumulation. Furthermore, attending private preschool was associated with socioemotional development but no cognitive development. Moreover, parents' education seems to be a strong predictor for child's development. Given the findings of this paper, preschools in India, both in the public and private sectors, would need considerable quality improvement to deliver developmentally appropriate ECEC to children. It is particularly relevant in the context of the new National Education Policy in India, which emphasises the need to provide universal access to high‐quality ECCE to all young children across the country.

ENHANCING INTERNATIONAL COMMUNICATION THROUGH MODERN APPROACHES TO TEACHING VISUAL ART IN KINDERGARTEN AND JUNIOR HIGH SCHOOL: EXPLORING LANDSCAPE THEMES AS EXAMPLES

This article examines the methodology of organizing classes on the updated program in kindergarten and junior high school, focusing on enhancing international communication through modern approaches to teaching visual art. The research specifically explores landscape themes as examples, aiming to stimulate creativity and promote understanding of different cultures and traditions. In recent years, innovative technology has emerged as an essential factor in improving the overall quality of education. The integration of these technologies into the teaching and learning process allows for the development of competitiveness among students, equipping them with all necessary skills to enter the global market. The study seeks to investigate the effectiveness of utilizing modern technology in teaching visual art, particularly in the context of landscape themes, and how it can foster cross-cultural understanding and communication. The article presents a comprehensive overview of the current state of visual art education in Kazakhstan, identifying key issues and challenges faced by educators and students alike. Additionally, it offers a thorough analysis of various style directions, techniques, and approaches used in teaching landscape themes in kindergarten and junior high school. The research encompasses both traditional and contemporary methods, highlighting their respective strengths and weaknesses and drawing on best practices from around the world to inform the development of a new, culturally inclusive curriculum. The presented research highlights the importance of childhood creativity and its impact on the development of cognitive, social, and emotional skills. The study emphasizes the need for educators to create an environment that encourages self-expression, experimentation, and critical thinking. By focusing on landscape themes, pupils can explore the cultural, historical, and geographical aspects of various regions and countries, broadening their understanding of the world and fostering empathy and appreciation for diversity. The article provides recommendations for implementing modern approaches to teaching visual art in kindergarten and junior high school. They include the adoption of interdisciplinary methods, collaboration between educators and artists, the integration of technology, and the establishment of international exchange programs. Additionally, the study highlights the significance of embracing innovation, technology, and cross-cultural understanding, the study hopes to pave the way for a more inclusive and globally connected education system that nurtures creativity and fosters international communication.

Analyzing the Cognitive Skill Development of Second Language (L2) Learners through Content and Language Integrated Learning

Analyzing the Cognitive Skill Development of Second Language (L2) Learners through Content and Language Integrated Learning

Online Peer Assessment for Learning: Findings from Higher Education Students

Assessment practices in the higher education (HE) context have undergone profound changes over recent years, particularly regarding their purpose, strategies, and available resources. This exploratory study seeks to analyze, through the perceptions of HE students, the contribution and adequacy of an assessment for learning strategy, namely, online peer assessment (OPA), inspired by the conceptual framework of the PrACT Model, a framework which aims to contribute to the dissemination of alternative assessment practices. The main data collection technique used was the survey questionnaire and the study participants (n = 16) were students from a higher education institution in Portugal. Results point to the lack of student experience in the practice of OPA and are discussed in conformity with the dimensions of the PrACT framework. OPA is considered, from the student’s perspective, an adequate alternative digital assessment strategy, contributing to student motivation as well as to the development of cognitive, metacognitive, and digital skills.

Caregiver-reported impact of access to switch-adapted toys on play for children with complex medical conditions.

Play is essential for children's development of motor, social-emotional and cognitive skills. Traditional play activities are often difficult for children with complex medical conditions to access, which threatens their ability to maximize their developmental potential. Switch-adapted toys are a common strategy for expanding the play repertoire of children with disabilities by lowering the barrier to play with electronic toys. The aim of this study is to investigate the relationship between providing switch-adapted toys to children with disabilities and the children's total and self-initiated play time and access to a variety of cognition-appropriate toys, age-appropriate toys and independently accessible toys as reported by their caregivers. Caregivers and their children with complex medical conditions were provided switch-adapted toys at a giveaway event. At the giveaway event and 6 months later, caregivers completed a survey that included questions about each child's current participation in play and their type of play, child's access to toys and questions specific to switches and switch-adapted toys. Data were analysed using Wilcoxon signed-rank tests with a Benjamini-Hochberg procedure to control for multiple comparisons. Nineteen caregivers completed both the pre- and post-surveys. The increases in the variety of toys and the number of independently accessibly and cognitively appropriate toys were statistically significant. The change in number of age-appropriate toys and the amount of total and active play time were not statistically significant. Providing switch-adapted toys may be an effective way to increase the number of independently accessible and cognitively appropriate toys for children with complex medical conditions. However, increasing the number of such toys may not be sufficient to increase active and total play time. Further research is needed to identify variables impacting play time and distal outcomes associated with switch-adapted toy access.

Technology Talent Development: Beyond an Hour of Code

As technologically gifted students apply their abilities to computer science, they naturally flow through the talent development stages of potential, competency, and expertise. Processes that have always been important for gifted students to learn as they develop potential are embedded in learning code, which engages the beginning programmer in rich and complex authentic projects (Housand et al., 2017). As stakeholders present opportunities for open-ended, creative processes and products, the Computer Science Teachers Association (CSTA; 2017) and International Society for Technology in Education (ISTE; 2016) Standards can form guidelines for gifted students to self-direct their education through technology. Learning to code results in both cognitive and psychosocial skill development, including creative and critical thinking, logical and systematic reasoning, positive risk-taking and processing of feedback, perseverance through challenges, social skills, and collaboration.

Mind Map Technique in Physical Education: Development of Cognitive and Psychomotor Skills

The study aimed to measure the success of teaching the subject of volleyball in the physical education course with the mind map. The study employed a quasi-experimental pre-posttest design with an experimental and a control group. The study was completed with a total of 66 students 33 students allocated to the experimental and 33 students to the control group. A pre-test was administered to the experimental and the control groups in order to explore students’ cognitive and psycho-motor skill levels of the relevant subjects before teaching volleyball subject.The experimental group was trained using the mind map with 40min courses a week for 9 weeks. Meantime, the control group was trained using conventional teaching methods. At the end of 9 weeks period, tests were again administered to groups. To collect data, a Volleyball Skill Test and a Psychomotor Observation Form were used. The post-tests results showed that levels of cognitive domain and overhead pass and bump pass were higher on behalf of the experimental group. In the comparisons of the cognitive and psychomotor skill levels of the two groups, a statistically significant difference was found in favor of the experimental group in the cognitive and psychomotor domains.

ОСОБЕННОСТИ ОРГАНИЗАЦИИ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА С ЗАДЕРЖКОЙ ПСИХИЧЕСКОГО РАЗВИТИЯ

Mental retardation is one of the most common mental development disorders in children. According to various data, about 3% of preschool children have developmental disorders of the delay type. In addition, it is difficult to establish the number of children with cognitive developmental features who do not have an established diagnosis. Such children enter the system of general education, including preschool, where they face the need to learn English. Some experts insist that due to the specifics of mental development, the study of foreign languages should be postponed until the time of normalization of higher mental functions. However, as demonstrated in the article, the study of a foreign language already at the senior preschool age can be quite successful. And not just to form a child’s skills in a new language, but also to say favorably on the development of cognitive skills in general. The paper shows that despite the low level of readiness to learn English, subject to certain rules and recommendations, taking into account the specifics of the structure of the mental retardation defect, creating special educational conditions, children with mental retardation can successfully learn English. It also presents the program for teaching English speaking skills (elementary skills of monologue and dialogic speech) for children of senior preschool age with developmental delay. The program was implemented by the group of children attending kindergarten; the results of the implementation are also presented in the article. The results were obtained that children of senior preschool age with mental retardation are able to successfully master elementary speaking skills (elementary skills of monologue and dialogical speech) in English with a special organization of the educational process within the framework of the preschool educational institution.

ПРОЄКТНА ДІЯЛЬНІСТЬ ЯК ТРЕНД СУЧАСНОГО ОСВІТНЬОГО ПРОЦЕСУ

Project activity as a trend of the educational process has been updated in the conditions of modern realities. A project is defined as an activity focused on the creation of a specific product or service within a defined period of time. It was found that in the educational environment, project activity is motivation, innovation, the perspective of the development of science and practice. The main characteristic component of project activity is a problem, or more precisely, a problematic situation. Usually, the problem arises in various areas of a person's life, his professional self-realization in situations of inconsistency between real life and the designer's ideas about the desired state of the object. Note that the project is used as a means of achieving the set goal by preserving, changing or restoring certain phenomena, in particular, social, educational, professional. Undoubtedly, the important features of the project activity are the focus on the development of cognitive skills, the ability to independently control one's knowledge and actions, to navigate in the information space, to generalize and integrate the results obtained from various sources in the process of theoretical and practical training. Participating in project activities provides an opportunity for participants to improve themselves and opens up the possibility of choosing a personal role in the system of relationships of the collective of project participants. At the current stage of education development, it becomes quite clear that for the professional training of competent and conscious education seekers, it is not enough to emphasize the professional component of the educational process. It is expedient to form public activity, a sense of responsibility, to prepare future specialists to solve problems that are constantly declared by the labor market, modern society and personal life and professional self-realization of a person.

An Observational Pilot Survey Study to Assess the Level of Online Gaming Addiction in Adults

Background Gaming is becoming one of the major component in the society and is considered to be an indispensable factor. Use of internet computers smartphones and other electronic devices has excessively increased over recent decades. These days instead of internet most of the young adults are addicted to online games. While the increased use in certain fields such as real-time information exchange is associated with benefits to users excessive use in other fields such as gaming may result in health issues. Prevalence of Internet Gaming Disorder among the adolescent group is found to be between 1.3 to 19.9.Objective To assess the level of gaming addiction among adults using gaming addiction scale To list various online games played by students. Methods The data was collected through an online survey using a questionnaire based on gaming addiction scale. The duration of the study was nine months i.e. from March 1st to 30th November. A standardized questionnaire for gaming addiction was considered for the study.Results A total of 134 responses were obtained. In this survey we observed that males 52.2 were more addicted to gaming than females 47.8. The most played game was PUBG 28 Ludo 33 Candy Crush 28 etc. and the most common gadget used for gaming was mobile phone 93.3.Conclusion The outcome of this survey suggest that adults are mostly addicted to online gaming and it affects the individuals day-to-day activities including physical social and psychological health. The online games have both pros and cons. They can help in the development of cognitive skills but can also make individuals more socially isolated aggressive and depressed.

College Freshmen: Their Cognitive Skills Development

College Freshmen: Their Cognitive Skills Development