Development Of Self-awareness Research Articles

Developing Self-Awareness in Children during Early Ontogenesis

Basic elements of self-awareness emerge and progress differently in different children. These timing peculiarities remain understudied in preschoolers. A comprehensive review revealed no clear guidelines, procedures, or technologies for psychological and pedagogical support of self-awareness in preschoolers. The authors studied the development of each component of self-awareness and the links between them. The research relied on the approach developed by V. S. Mukhina. The methods included psychodiagnostic testing, expert assessment, psychological experiment, statistical analysis, and qualitative data processing. The key components of self-awareness development included the following stages: identification with one’s own name; awareness of one’s own gender identity; use of the pronoun "I", which is an essential self-awareness link in young children. The psychological and pedagogical support of self-awareness development requires target actions for each link, as well as conscious efforts and resources of the family and the educational institution. The process of support is a process of socialization that starts when the child joins an organized group of peers. It lays foundation for the subsequent structural links between different components of self-awareness, i.e., claim to recognition, further awareness of one’s gender, and temporal self-awareness.

Learning to teach with patients and caregivers: a focused ethnography

BackgroundLittle is known about what happens when patients and caregivers are involved in an academic setting as co-teachers and how healthcare professionals approach a new model of partnership-based teaching. This study aimed to explore the learning and behavioural patterns of a group of healthcare professionals who were learning to teach with patients and caregivers as co-teachers in a post-graduate course.MethodsA focused ethnographic study involving 11 health professionals was conducted. Data were collected through participatory observation during the course, individual semi-structured interviews, and a follow-up focus group. Taxonomic analysis was performed.ResultsThree categories were identified: ‘group’, ‘role of narration’ and ‘applying co-teaching with patients and caregivers ’. Specifically, heterogeneity, absence of hierarchies, and balanced relationships characterised the group dynamic and promoted partnership. Narration played a key role both in learning and in healthcare professionals’ relationship with patients and caregivers and promoted emotional skills and self-awareness. Project planning and lessons simulations were essential aspects of the implementation process.ConclusionsThis focused ethnography helped further understanding of the context of a specific project involving patients and caregivers as co-teachers in healthcare professional education. The development of emotional skills and self-awareness are the main learning patterns of co-teaching, and interprofessionalism and balanced relationships are the basis of the behavioural patterns. These patterns facilitated the involvement of patients and caregivers in health education.

Tactile localization promotes infant self-recognition in the mirror-mark test

Mirror self-recognition has been hailed by many as a milestone in the acquisition of self-awareness with respect to phylogenesis and human ontogenesis.1,2,3,4,5,6 Yet there has been considerable controversy over the extent to which species other than humans and their closest primate relatives are capable of mirror self-recognition, and to the mechanisms that give rise to this ability.1,7 One influential view is that mirror self-recognition in humans and their closest primate relatives is a cognitive advance that is a product of primate evolution, stemming from more recently evolved neural structures and networks that develop through experience-independent mechanisms during ontogenesis.1 In contrast, we show that the development of mirror self-recognition in human infants is a perception-action achievement, building on infants' ability to localize and reach to targets on the body. Infants who were given experience reaching to tactile targets on their bodies in the months prior to recognizing themselves in a mirror achieved mirror self-recognition earlier than infants in either a yoked age-matched control group or a longitudinal control group without such experience. Our results demonstrate that self-touch functions as an intermodal gateway through which infants learn how to localize and reach to stimuli on their bodies, including those that can only be seen in a mirror. These findings identify an overlooked role for the routine activity of self-touch in establishing a representation of the body and suggest that the development of human self-awareness is rooted in self-directed action.

ФОРМУВАННЯ ЕЛЕМЕНТІВ НАЦІОНАЛЬНОЇ СВІДОМОСТІ МОЛОДШИХ ШКОЛЯРІВ У ПРОЦЕСІ НАВЧАННЯ ТА ВИХОВАННЯ (НА ОСНОВІ ЕТИЧНИХ ПОГЛЯДІВ ІВАНА ОГІЄНКА)

The article examines aspects of the formation of elements of national conscious-ness of younger schoolchildren in the process of learning the Ukrainian language (on the basis of the ethical views of Ivan Ohiienko); the ways and methods of fostering patriotism of elementary school students and improving the practical preparation of teachers for working with children are outlined; the issue of national-patriotic educa-tion is highlighted, the conditions for the formation of Ukrainian national conscious-ness are indicated; Ivan Ohiienko’s views on the issue of spiritual and moral educa-tion of younger schoolchildren are summarized; the main contradictions aff ecting the upbringing of children are revealed. The topic of the study is devoted to the problem of pedagogical support for the development of elements of national consciousness of elementary school students. In order to solve it, the model of conscious mastery of national values by younger school-children is substantiated. On the basis of this model, the structural components of the system of pedagogical support for the development of the national consciousness of the younger schoolboy’s personality, the conditions for its eff ective functioning, are deter-mined; a complex of factors infl uencing the positive attitude of younger schoolchildren to the values of Ukrainian culture, the hierarchy of motives for their self-formation by students is established; the main theoretical and methodical approaches to the design of the nationally and personally oriented educational process in primary grades are consid-ered; the dynamics of the development of national consciousness and self-awareness of younger schoolchildren in the process of education and upbringing are revealed

The role of youth organizations in solving social problems of the region

The subject of the study is the activities of youth organizations in solving social problems. The list of these key institutions includes youth public organizations, which are classified as socially oriented non-profit organizations. The relevance of this work is due to the fact that today the participation of young people in public organizations contributes to the formation and development of civil and social self-awareness, the development of special competencies and personal qualities among young people. But in addition to personal development, such associations are capable of working in solving major social problems. The directions of financing socially-oriented NPOs are analyzed. The regional features of the implementation of youth policy in the Irkutsk region are shown. The main conclusion of the study is that youth public organizations can prove themselves and show their ability to make an invaluable contribution to solving such problems. To assess the contribution of youth organizations in solving social problems, a questionnaire survey was conducted, revealing the motivational attitudes and priority areas of activity of youth participating in the activities of public organizations. Based on the results of the study, it was revealed that when interacting with the state, the non-profit sector can make an invaluable contribution to solving the social needs of residents of the region. Based on the results obtained, practical recommendations were proposed for improving the activities of youth public organizations in solving social problems.

Preparing adult educators for counselling older adult learners: lessons learned from a professional development programme in Hungary

ABSTRACT This qualitative study focuses on the professional development aspects of adult educators who teach languages to older learners by using one-to-one counselling. Open-ended questionnaires were used to explore participating adult educators’ reflective practice during and after the professional development programme. We used a grounded theory approach and network analysis in this research. The scaffolded reflective practice that adult educators experienced in the programme contributed to their development of learner self-awareness. Junior-and mid-career educators underscored the significance of peer- and instructor-supported feedback. In the case of older adult educators, instructional clarity and organisation were identified as particularly crucial in aiming to directly link theory to practical applicability of learner autonomy development. Deepening adult educators’ understanding about instructional approaches that enhance effective learning may also contribute to developing their own learning skills and competences. These findings may have implications for constructing professional development programmes targeted at adult learning professionals who deal with older adults’ learner autonomy development.

ОСОБЕННОСТИ РЕАЛИЗАЦИИ ИНТЕРАКТИВНО-ПРАКТИЧЕСКИХ МЕТОДОВ ОБУЧЕНИЯ В ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЯХ ВЫСШЕГО ОБРАЗОВАНИЯ МЧС РОССИИ

The importance of the introduction of interactive and practical methods of training employees of the Ministry of Emergency Situations of Russia is substantiated, the justification of the spatio-temporal statistical analysis of activities on simulators carried out on the basis of taking into account 
 the frequency, difficulty and responsibility of individual actions is given. The analysis of innovative technologies for working with future officers, content elements, methods of using interactive and practical training tools, justification of psychological and pedagogical conditions for its implementation is presented. It is shown that the strongest motive for the development of a fire-technical specialty by cadets is an interest in the profession, contributing to the development of self-awareness. The introduction of information and didactic training systems based on computer technologies, in particular, simulators operating on the principle of controlled virtual simulation, is justified.

Cortical signatures of visual body representation develop in human infancy

Human infants cannot report their experiences, limiting what we can learn about their bodily awareness. However, visual cortical responses to the body, linked to visual awareness and selective attention in adults, can be easily measured in infants and provide a promising marker of bodily awareness in early life. We presented 4- and 8-month-old infants with a flickering (7.5 Hz) video of a hand being stroked and recorded steady-state visual evoked potentials (SSVEPs). In half of the trials, the infants also received tactile stroking synchronously with visual stroking. The 8-month-old, but not the 4-month-old infants, showed a significant enhancement of SSVEP responses when they received tactile stimulation concurrent with the visually observed stroking. Follow-up experiments showed that this enhancement did not occur when the visual hand was presented in an incompatible posture with the infant’s own body or when the visual stimulus was a body-irrelevant video. Our findings provide a novel insight into the development of bodily self-awareness in the first year of life.

ЕРЕКШЕ БАЛАЛАРДЫҢ ӨЗІН-ӨЗІ ТАНУ ЕРЕКШЕЛІКТЕРІН ҚАЛЫПТАСТЫРУДЫҢ ПСИХОЛОГИЯЛЫҚ-ПЕДАГОГИКАЛЫҚ ШАРТТАРЫ

Abstract. The possibilities of updating pedagogical practice play an important role in the realization of the individuality of a developing personality. Self-awareness - a sense of a person as a person begins to form at preschool age. In children with mental retardation, this process is slow and especially. Therefore, it is necessary to pay timely attention to the creation of a psychological and pedagogical environment suitable for the development of self-awareness. At the level of providing practical assistance to children with intellectual retardation, it is difficult to solve it, since the methods and specific techniques of personality-oriented diagnostics and correction have not been sufficiently developed. The emergence of the basic elements of self-awareness in children with mental retardation before school age has not been studied. Theoretically determine the basis of the problem of the origin of autism and the specifics of the mental development of autistic children, study and consider the cause of communication difficulties in children diagnosed with autism. A theoretical analysis is made of the problem of self-consciousness of preschool children with mental retardation, ways of working on the formation of self-consciousness and the services of specialists involved in this process, the relevance of the identified problems, and practical requirements. and a system of complex correctional and developmental work, the features of self-awareness, ways of developing the motor activity of children at home are considered. Keywords: Psyche; intelligence; autism; correction; schizophrenia; motivation; speech therapy; psychology; PMPK; ZPRR; ZRR; music therapy; exercise therapy; AFC; occupational therapy; neuropathology; etc.

FEATURES OF THE DEVELOPMENT OF NATIONAL SELF-CONSCIOUSNESS IN STUDENTS

the article is devoted to the problem of the development of national self-awareness in times of large-scale cultural and historical transformations. The concept of national self-awareness, the idea of it in the works of Western and Ukrainian scientists is studied. The article determined that the main components of national self-awareness are a caring and responsible attitude towards the environment, kindness, sincerity, justice, hard work, patriotism, interest in the history of the native land, interest in the traditions of the people, its culture, self-improvement, love for the native language, mutual assistance. The authors presented a questionnaire aimed at determining the importance of various components of national self-awareness among young people who are getting higher education in different regions of Ukraine. The results of the study are presented, which indicates that in the structure of national self-awareness, young people value the love of their native language, interest in the history of their native land and the traditions of the people, patriotism, justice, mutual assistance, caring and responsible attitude towards the environment. At the same time, they underestimate those components that are related to personal qualities, in particular: self-improvement, hard work, sincerity, kindness.

Creative art diaries as a tool to support the development of professional competencies in therapeutic work with clients

Methods to promote professionals’ self-knowledge and affinity for therapeutic alliances may be valuable to facilitate clients’ journeys towards recovery. This article illuminates how the use of creative art diaries can support the development of generic professional competencies in therapeutic work with clients. The methods entailed the construction of a telling case. This case was based on an autoethnographic approach to a creative art project created within the context of an expressive arts based program. The case was analysed with inspiration from Peirce’s semiotic and van Gennep’s theory of rites of passages. The findings showed how work with a creative art diary could be understood in terms of representamens and objects. The diary was interpreted as useful in different ways to facilitate transitions between phases of separation, liminality, and incorporation regarding the development of generic professional competencies and self-awareness in therapeutic work with clients. Conclusively, creative art diaries could be useful to develop self-awareness, self-knowledge, self-reflection, and self-reflexivity in the development of generic professional competencies regarding therapeutic work with clients, which per se could facilitate therapeutic alliances and recovery oriented practices. However, they must be supported in the process by possible interpretations, and by ways to support the professionals’ competencies regarding sociological understandings of client meetings.

Urban Sufisme di Surabaya: Studi Fenomenologis Peran dan Kontribusi Kelompok Copler Community di Surabaya

This article investigates the contemporary challenges faced by urban Sufism in the millennial era, focusing on the Copler Community’s role in Surabaya. Urban Sufism encompasses the adaptation of mystical Islamic teachings to suit the dynamics and complexities of urban life. The study aims to grasp the intricacies surrounding urban Sufism today and shed light on the Copler Community’s significance in Surabaya. Employing a qualitative research approach, particularly within a phenomenological framework, this research seeks to explore the development of human consciousness and self-awareness. Qualitative methodology was chosen to uncover the underlying meanings guiding behaviours. The selection of participants followed a purposive technique, involving six individuals meeting specific criteria. Through data analysis, prevalent negative attitudes within the community emerged, emphasizing the necessity for further examination and potential interventions.

The impact of emotionally challenging situations on medical students’ professional identity formation

In their interactions with patients and health care professionals during work-based learning, medical students are known to experience emotionally challenging situations that can evoke negative feelings. Students have to manage these emotions. Students learn and develop their professional identity formation through interactions with patients and members of the healthcare teams. Earlier studies have highlighted the issues involved with processing emotionally challenging situations, although studies concerning learning and professional identity formation in response to these experiences are rare. In this study, we explored medical students’ experiences of emotionally challenging situations in work-based learning, and the impact these experiences had on forming medical students’ professional identities. We conducted an analysis of narrative data (n = 85), using a constructivist grounded theory approach. The narratives were made up of medical students’ reflective essays at the end of their education (tenth term). The analysis showed that students’ main concern when facing emotionally challenging situations during their work-based education was the struggle to achieve and maintain a professional approach. They reported different strategies for managing their feelings and how these strategies led to diverse consequences. In the process, students also described arriving at insights into their own personal needs and shortcomings. We consider this development of self-awareness and resulting self-knowledge to be an important part of the continuously ongoing socialization process of forming a professional identity. Thus, experiencing emotionally challenging situations can be considered a unique and invaluable opportunity, as well as a catalyst for students’ development. We believe that highlighting the impact of emotions in medical education can constitute an important contribution to knowledge about the process of professional identity formation. This knowledge can enable faculty to provide students with more effective and sufficient support, facilitating their journey in becoming physicians.

WOMEN'S LEADERSHIP BASED ON INTERPERSONAL ABILITY IN BUILDING TEACHER SELF AWARENESS

This research aims to examine the important role of women's leadership in facilitating the development of self-awareness of teachers at the Alas Sumur Lor II PKK Kindergarten. Self-awareness is an essential aspect in individual personal and professional development, especially for teachers who play a role in forming the next generation. This research method uses a qualitative approach by collecting data through in-depth interviews and participant observation, consisting of female teachers at the PKK Alas Kindergarten. Sumur Lor II. The data collected was analyzed using a thematic approach, allowing the identification of patterns related to the role of women's leadership. The results of the research show that women's leadership based on interpersonal skills has a positive impact in building self-awareness in teachers. Through effective communication, empathy, and active listening skills, female leaders are able to create an environment that supports teachers' self-development. This research contributes to the understanding of the vital role of women's leadership based on interpersonal skills in the world of education.

Self-awareness of Preschoolers Born from Multiple Pregnancies

The subject of the study is the self—awareness of a preschooler's personality. The purpose of the study is a comparative analysis of the structure of self—consciousness of preschoolers born from multiple pregnancies and single-born preschoolers who have and do not have siblings due to the influence of special evaluation factors. The authors conducted a comparative analysis of the self-consciousness of preschoolers in connection with the special social situation of development and the presence of siblings. The role of evaluative relationships in the development of self-awareness in preschool age is determined. Differences in the characteristics of self-consciousness of girls and boys of preschool age are revealed. Research methodology: cultural and historical approach (L.S. Vygotsky), concepts of self-consciousness of a preschool child (M.I. Lisina, V.E. Mukhina, R.H. Shakurov), the effect of twins R. Zazzo. The study involved 160 preschoolers, including 88 preschoolers born from multiple pregnancies, 72 single-born preschoolers. The existence of differences in the structure of self-consciousness of preschoolers born from multiple pregnancies and single-born preschoolers associated with the influence of special evaluative relationships within the social situation of development is theoretically substantiated and empirically proven. The main conclusions of the study are presented in the provisions. Preschoolers born from multiple pregnancies are characterized by a significantly lower level of self-esteem and self-acceptance in comparison with single-born preschoolers, which may be due to a special characteristic of the parent's evaluative relationships due to the social situation of development. For preschoolers born from multiple pregnancies, evaluative relationships of a parent of the same sex are significant for the formation of self-awareness.

Soft Skills in the Process of Ensuring the Principles of Education with a Life Force

The article analyzes the development of soft skills in the process of ensuring the implementation of the principles of continuous education in the modern transformational conditions of society. Values influence people's goals and, accordingly, the sphere of their professional realization. The emergence of new professions is determined by the needs and values of society. Accordingly, the implementation of continuous education requires the development of not only hard skills but also soft skills. The development of self-awareness and social consciousness in each individual is important. Only plasticity of thought, creativity, and freedom of choice can attract competitive specialists to the market. The trend of wanting to study offline is interesting, but despite the growing virtualization of communication among the younger generation, it gives hope that the choice of profession is conscious and, of course, the person who studies will get good knowledge and skills.

FEATURES OF THE PERSONALITY DEVELOPMENT OF ADOLESCENTS WITH INTELLECTUAL DISABILITIES

The article is devoted to the problem of personality development of adolescents with intellectual disabilities. Scientific research is determined by the relevance of studying the personality of adolescents with intellectual disabilities, the promotion of which development is an important task of special education for successful social adaptation and self-realization of children. The theoretical analysis of literary sources made it possible to determine the main psychological characteristics of adolescence, in particular, psychological neo formation that are the basis for the formation of a personality (development of self-awareness, motivational sphere, self-regulation of behavior, self-determination, etc.). The disharmonious development of the psyche determines the specific underdevelopment of the personality of adolescents with intellectual disabilities. The need-motivation sphere is immature, characterized by the predominance of organic needs and the complexity of forming social, low motivational power of motives and their unconsciousness. The underdevelopment of the “Self-concept” is characteristic, which is manifested in the contradictions and inconsistencies of the “Self-image”, insufficiently formed ideas about oneself, inadequacy of self-esteem and self-attitude. The analysis of the literature also proved that despite the general most typical characteristics of the personal development of adolescents with intellectual disabilities, there are also specific features of the development of the personality in various forms of oligophrenia and dementia. The article presents a description of certain personality traits of teenagers with various forms of oligophrenia and dementia. The positive influence of correctional education and upbringing on the personality development of students with intellectual disabilities is substantiated. The prospects of further scientific investigations aimed at studying the problem of forming a harmonious personality of adolescents with intellectual disabilities in educational and educational activities have been determined.

From Domination to Dialogue and the Ethics of the Between: Transforming Human-Working Equine Relationships in Mountain Tourism

The welfare of working equines is born of the relationship co-created with humans and the relational practices humans bring to this work. Our understanding of this relationship remains elusive, however, for it involves attending to that which arises both within and between the equine and the human. Attempts to study such relationships have, arguably, been confounded by the liminalities of relational practices, power literacy and the limitations of language, propositional knowing and the dualistic thinking that characterises many scientific disciplines. This paper presents the theoretical framework that underpins an experiential awareness- based Action Research approach to transforming human-equine relations within the international mountain tourism industry. This approach privileges curiosity, compassion and primary or contemplative knowing and the development of self-awareness. Drawing on the work of Martin Buber on genuine dialogue and of Otto Scharmer on generative dialogue, this paper provides insights into what can arise in the between when attitudinal shifts are encouraged and facilitated that allow humans and equines to meet genuinely and be fully present to each other. This ultimately involves surrendering control, letting go, the dissolution of subject-object awareness and access to non-dualistic ways of knowing. An awareness of the importance of such shifts and of the source from which we operate is of fundamental importance to the realisation of the co-creative project that humans and equines can engage in. Failure to appreciate this distinction, arguably, leads and gives rise to relationships, whether human-to-human or human-to-horse, characterised by domination rather than partnering, absencing rather than presencing, by monologue rather than dialogue. The ethical and practical implications of this awareness are profound, with implications felt at the level of the individual, for whom the I deepens the more you pay attention, and at the level of the relationship, but also at the level of communities, whether these be constituted locally, nationally, internationally or indeed globally.

THE PHENOMENON OF BILINGUALISM IN UKRAINE THROUGH THE PRISM OF LINGUISTIC INTERFERENCE

The phenomenon of bilingualism is the main component and result of the interaction of different language systems, which may be related. This phenomenon contributes to the emergence of language contacts, which are manifested through the phenomenon of linguistic interference. The real language situation in Ukraine today is active Ukrainian-Russian bilingualism, which is due to long cultural and political ties between the countries. The long period of Ukraine’s stay, first as part of Russia, and then in the Soviet Union, led to the presence of bilingualism on its territory. Today, regardless of the place – on the street, in institutions, organizations, enterprises or even within the boundaries of the same family, you can hear both Ukrainian and Russian languages. Most citizens of Ukraine are bilingual, that is, people who speak both languages well. The linguistic situation in which two languages function in the same territory has both positive and negative consequences. On the one hand, such language contact contributes to the mutual enrichment of language systems, which leads to an increase in the vocabulary of each of them. However, on the other hand, the lack of conscious use of specific national words can lead to a violation of literary norms and negatively affect the quality of speech communication. The article considered the concept of bilingualism in Ukraine and its connection with linguistic interference. Examples of linguistic interaction occurring under conditions of bilingualism are given, as well as the consequences of this phenomenon for the linguistic culture and ethnic identity of the population are described. The article also analyzed the historical prerequisites for the phenomenon of bilingualism. There are ways to overcome the negative consequences of linguistic interference in the conditions of bilingualism, which include the development of speech culture, support of the Ukrainian language, the use of bilingual methods, the development of speech selfawareness and the reduction of interlingual informational competition. In addition to preventing the negative consequences of bilingualism, these ways can help preserve the literary purity of the Ukrainian language. It was determined that the state should stimulate the use of the Ukrainian language in all spheres of life, ensure its protection from the excessive influence of other languages, and promote its development.

The attitude of future ecologists to the formation of soft skills in the context of achieving sustainable development goals

Ecological specialists have an important role to play in achieving the Sustainable Development Goals adopted by the United Nations. To do this, they need not only professional, field-specific (hard), skills but also universal, meta-subject soft skills. The article presents the results of a survey study of the attitude of students, future ecologists (229 respondents), to the formation of soft skills in the educational process. The data obtained are generally consistent with the well-known models of flexible skills (in particular, “4Cs”), as well as with the core competencies for sustainable development proposed by UNESCO. It seems appropriate to intensify the actions of the academic community (university and college administration, teachers, tutors, authors of textbooks, etc.) aimed not only at the development of students' environmental self-awareness, but also at the practical development of their abilities necessary for systematic, critical and creative, individual and team identification, solution and prevention of environmental problems of various scale and level in conditions of uncertainty.