Educators Of Pre-school Institutions Research Articles

OSVRT NA INKLUZIJU U NASTAVI FIZIČKOG VASPITANJA

The aim of this paper is to review and analyze the characteristics of the longterm development process of inclusive physical education in preschool institutions, primary and secondary schools. The work indicates the specifics of inclusive practice for teaching physical education. Using the method of theoretical analysis and the technique of content analysis, the documents regulating the development of inclusive educational practice in our country were reviewed and analyzed. The paper reviews previous research in the field of inclusive practice in physical education, with a special focus on the bearers of pedagogical practice in teaching - educators, teachers and professors of physical education. It is emphasized the necessity that, for the needs of training staff for future pedagogical professions, and also for teaching physical education, initial academic education should provide knowledge in the field of inclusion. Likewise, it is necessary to provide continuous education in the field of inclusion for employees at all levels of education and training, including teachers and professors of physical education.

Innovation of the Educational Process in Early Childhood Education Institutions

Nowadays, the introduction of the latest means of development of early childhood education institutions is connected with the general trends of innovation processes in the economy and new social standards. The publication of new textbooks, and manuals, as well as equipping higher pedagogical education institutions with computer technology should meet the requirements of the development of new material bases and the challenges of professional development of early childhood teachers. Under such requirements, the goals, content, conditions, and expected consequences of the innovative development of the educational process in early childhood education institutions are being developed. The article aims to characterize the main directions and features of scientific research in the field of innovative development of the educational process carried out in early childhood education institutions. In the course of organizing and conducting both theoretical and practical components of this study, the analytical and bibliographic method was applied to study the scientific literature on the educational process in early childhood education institutions. Analysis, synthesis, induction, and deduction were employed in the processing of scientific information. System-structural, comparative, logical, and linguistic methods, abstraction, and idealization were used to study and process data. Moreover, the questionnaire survey served in the practical establishment of certain aspects of innovative processes in the field of education in preschool institutions. Based on the results of the study, the theoretical aspects of innovating the process of upbringing in preschool education have been studied. Moreover, the most essential factors, stages, and components of this process from the standpoint of its subjects have been clarified.

Рецензия на монографию: Киндеркнехт А. С. Мирилка: фольклорный текст, игра, социальная практика. Пермь, 2022. 99 с.

The review analyses A. S. Kinderknekht’s monograph “Peace-Making Rhyme: A Folklore Text, Game, Social Practice” (2022), addressed to folklorists, sociolinguists, school teachers and educators of preschool institutions, employees of school mediation services.

Cultural and Psychological Context of the Individual Resistance of Children and Youth in the Global World

The article reveals the cultural and psychological context of the emergence and preservation of the individual uniqueness of childhood as an indicator of the individual’s resistance in the global world. The general cultural and psychological context of the implementation of the rights of children and youth in modern multidisciplinary studies is presented, including three thematic studies of globalization-child labor movements, migration of children and youth, and youth organization around climate change. The most important indicator of the possibility of such an association is the mental health of children and youth. The projection of the resistance of the psychological culture of children and youth is revealed in the dimensions of the educational environment and the ethics of relationships in the process of obtaining an education in preschool institutions. An important place in the formation of a person’s mental culture is reflected in the views of early childhood students. One of the main problems of the psychological development of mankind has been called giving priority to the rights of children and youth for their own ecological future. Three main arguments are presented at the basis of this idea: the responsibility of previous generations, preservation of the fullness of the world, the justice of relations between generations. The idea and justification of the multiplicity of global worlds of different generations of children was introduced into scientific circulation, which consists in the fact that each global childhood has its own psychological era. The individual uniqueness of a person, which has developed since childhood, is declared the value of the future centuries, just as typification and standardization are a reflection of the human development of the successes of the natural and technical sciences of the past 19th and 20th centuries. It is claimed that humanity has reached a certain platform of material well-being for everyone, which to a greater or lesser extent reflects the reached limits of knowledge, beyond which individuals of other individual self-organizations of their own mental, including psychophysiological self are able to penetrate. Instead of conclusions, the article poses questions that need to be resolved knitting in the globalized world of modern and future childhood.

QUALITY OF LIFE DURING CHILDHOOD AS A SOCIO-PSYCHOLOGICAL PHENOMENON

Relevance. The study of the quality of life is one of the current trends in the field of sociology, psychology, pedagogy, medicine and other sciences. Considering the essence of the quality of life of children, we note that today it is an interdisciplinary concept that characterizes all aspects of a child’s life: the level of intellectual and physical development; the degree of satisfaction of material and social needs; ensuring the safety of life, etc. Thus, the quality of life of children covers their physical, psychological and social health, as well as their perception of their place in society.
 The aim of the study was to study the quality of life during childhood through the prism of the mental states of children in parents with different levels of satisfaction with marriage.
 Research methods. In the course of the study, a theoretical analysis of psychological and pedagogical literature was carried out, which made it possible to clarify the depth and relevance of the problem of quality of life during childhood. An empirical study of the mental states of preschoolers and satisfaction with their parents’ marriage was conducted using the testing method. Quantitative and qualitative processing of the results was carried out on the basis of SPPS statistical programs.
 Results. As a result of empirical research, we have revealed that in families with a low degree of satisfaction with marriage, children, as a rule, have a negative mental state and, accordingly, in families with a high degree of satisfaction with marriage, children, as a rule, have a positive mental state. Unsatisfactory child-parent relationships provoke the emergence of more complex disorders in older age, contribute to the formation of various character accentuations in adolescence and a negative assessment of the quality of their lives, and therefore need adjustment aimed at parents’ awareness of their attitude to children. It is from the period of childhood that the value uniqueness of the child begins to take shape, which is realized in a special cultural and social reality, where childhood and adulthood are differentiated. During this period, children are already beginning to enter the social space, participating in a certain subculture of childhood, showing the acquired skills of socialization, and hence the corresponding quality of life. In the socio-psychological context, the structure of the family and the system of “parents-children” relationships are of great importance. Therefore, in the content of the upbringing of children, the conditions of the child’s development and the quality of his life, there are certain differences between families who are satisfied or not satisfied with their marriage. However, with all the differences in the quality of life of children, their mental states are associated with factors such as instability of marriage, low-income family, drinking in the family, constant conflicts in the family, the presence of people in the family who have offenses, etc.
 The field of application. The article will be useful for teachers and students of pedagogical universities studying in the areas of “Preschool pedagogy and psychology”, as well as managers and educators of preschool institutions.

Content-procedural provision of methodological preparation of future educators of preschool education institutions

The article reveals the urgency of the problem of methodological training of future educators of preschool institutions in pedagogical colleges; the national scientific achievements on the issue of preparation and formation of professional competence in future educators of preschool institutions are analyzed; the content of methodological support of professional training in the specialty 012 Preschool education is determined; procedural support for the training of preschool education specialists is described; criteria for diagnosing methodical training of students in the pedagogical college are determined: cognitive-informational and operational-activity. The indicators of the criteria are determined: knowledge of modern learning technologies; familiarity with teaching methods and tools; awareness of the experience of creative teachers; ability to constructively develop professional skills; ability to create a developmental environment in a preschool institution; ability to self-development and self-realization. Attention is paid to the description of materials for the study, in particular, a diagnostic and methodological map of the study. The article presents the results of pedagogical research, conducted on the basis of the Pedagogical College and data analysis. Based on the diagnostic tools, criteria have been identified that will help achieve the goal of the study. Qualitative (narrative interview) and quantitative (survey methods) research methods were used: online survey and narrative interview by self-completing Google Forms. The results of the study indicated the need to strengthen methodological information for third-year students. Conclusions of theoretical analysis and results of empirical research of content-procedural support of students of specialty 012 Preschool education are made. Prospects for further research are identified

POTENTIAL POSSIBILITIES OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN PROFESSIONAL TRAINING OF FUTURE EDUCATORS INSTITUTIONS

The article raises issues of introduction of ICT in the educational process of higher education institutions. The phenomenon of the concept of ICT is substantiated and the peculiarities of the application of information and communication technologies in the professional training of future educators as a factor in improving the educational process in higher education institutions are outlined. The potential opportunities for the use of ICT in the professional training of future educators of preschool institutions contribute to improving students' knowledge of various educational tasks and solving pedagogical situations; practicing the skills of higher education seekers in the use of ICT in further professional activities; providing a personality-oriented, differentiated, integrated approach to the training of future educators in higher education institutions; motivating students to lifelong learning and self-education. The following theoretical research methods were used: analysis and generalization of scientific sources in order to determine the essence of the basic concepts of research; generalization and systematization of the experience of leading teachers to form their own views on the issue; generalization and formulation of research conclusions. Positive practice of application of ICT in the educational process of higher education institutions are noted by all teachers-innovators; the use of ICT can motivate students to educational activities, promote their professional development, stimulate self-education; introduction and active use of ICT tools by teachers in the educational process of the university, implementation of individual research tasks, development of ICT tools for their own professional activities form the readiness to use ICT in working with preschool children.

PEDAGOGICAL CONDITIONS OF USAGE DIDACTIC GAMES FOR YOUNG CHILDREN’S SENSORY EDUCATION

The article substantiates the relevance of didactic games usage by educators of preschool institutions, which play an essential role in young children’s sensory standards formation. The essence of sensory education as a purposeful, consistent, and planned pedagogical influence is determined, which ensures the formation of children’s sensory cognition, development of sensation processes, perception, and visual representations through acquaintance with human sensory culture. It has been found that the pedagogical conditions for the successful use of didactic games in the children's sensory development are the following: consistency and systematic use of didactic games; repetition of their holding with a gradual transition from the simple to the complex ones; individual approach taking into account the age characteristics of children, developmental environment. It is proved that a child's sensory development literally formed from the first days of their lives is the key to a successful implementation of various activities. That is why it is so essential that sensory education is systematically included in all spheres of a child's life, especially in the processes of cognition of objects and their properties (shape, structure, size, proportions, color, location in space, etc.).

Пріоритети якісного розвитку дошкільної освіти.

Further development of preschool education is associated with the introduction of innovative educational technologies, the use of modern methods and tools for the functioning of preschool institutions, improving their structure and strengthening the resource base. It is important to realize that the assessment of the quality of education in preschool institutions is a motivational tool for the implementation of these global trends. It confirms the critical importance and economic efficiency of the early development of children for their future life prospects from the point of view of pedagogy and psychophysiology. An independent assessment of the quality of curriculum is the most important means of informing society about making cardinal decisions about the future development of the preschool education system. The purpose of the article is to determine the conditions for creating an adequate environment for the development of the preschool contingent of children, taking into account the experience of foreign countries. The research methods are analog, tabular, variations for the analysis of quantitative changes in the value of the studied feature (budget costs). Novelty. The results obtained during the study, primarily on the development of subject-resource environment of preschool institutions, as well as the characteristics of scales for assessing the quality of preschool education provide an opportunity to improve the strategy of preschool education, adjust educational programs and improve the professional level of preschool teachers. The statistic contains the characteristic «Scales for a comprehensive assessment of the quality of education in preschool organizations». Analytical assessments of the basic components of educational robots for preschool mortgages. In order to use them to assess the quality of educational activities of preschool organizations, the emphasis is shifted from analyzing learning outcomes to determining the potential of the resource base of preschool institutions. In the absence of reliable guarantees from the state for obtaining high-quality preschool education, certain steps are proposed aimed at leveling the starting opportunities for access to education in modern preschool institutions.

Нужно ли учить дошкольников чтению: дискуссия об уроках грамоты в дошкольных учреждениях в Китае

Unlike in other countries, the issue of preschool literacy education in China is a complex and important one to both the government and parents. The issue is particularly serious because of constant changes in official policy for historical reasons, parental anxiety, and the excessive learning load of preschoolers. The article focuses on the initial stages of literacy acquisition by preschoolers in China. It offers a rationale for the beginning of this period, and focuses on the possibility of literacy education in preschool institutions in China. China has been engaged in a long-running debate on the necessity and possibility of literacy training for preschoolers. Analysing the position of parents and the recommendations of governmental educational organisations, the author argues that preschool transition classes for Chinese preschoolers learning to read and write are expedient. With the promulgation of the new policy, it appears, at first glance, that China has blocked the preschool transition classes, but in reality, the government is shifting responsibility for the transition from preschool to primary school, emphasizing that the transition must be completed in the first grade so that preschoolers better adapt to primary school. This article provides a perspective on the order in which Chinese characters and Pinyin are learned based on the evidence from literacy training. (Pinyin is the Chinese phonetic alphabet, a system of letters that conveys the sound form of words.) The author shows how learning Pinyin and Chinese characters interact and complement each other.

ARTISTIC AND AESTHETIC OLDER PRESCHOOLERS’ DEVELOPMENT IN SUPPLEMENTARY EDUCATION

The one of the main tasks in modern education system is the development of child's personality. In the context of preschool education, the development of a child's personality is carried out during the organization of children's visual activities. It helps to develop preschoolers’ artistic education and becomes one of the most essential conditions for the implementation of state standards. Supplementary education in preschool institutions plays an important role in the artistic and aesthetic development. It gives an opportunity to identify and develop the children’s creative abilities.

Early Childhood Inclusive Education: The Role and Practice of Educational Institutions

An important direction of society’s development is to ensure equal access of all children to education, including children with special needs. The practice of iintroducing inclusive education in early childhood educational institutions is a component of the practical implementation and protection of children’s rights and freedoms, regardless of any circumstances, including the state of health of the child. The purpose of the academic paper is to study the inclusive education and practice of preschool educational institutions for children with special educational needs in Ukraine and some European Union (EU) member states that joined EU in 2004-2017. The following methods have been used to study the practical aspects of inclusive education in preschool institutions in Ukraine and some EU countries, namely: analysis of the legal framework; method of comparative analysis; synthesis and analysis of quantitative indicators; questionnaires; systematization and generalization of statistical data. Results: Positive trends in the development and implementation of inclusive education in Ukraine have been identified, namely: the number of preschool educational institutions with inclusive groups has significantly increased, there has been a significant increase in the number of inclusive groups and children with special needs who study in groups with other children. The coverage of children with preschool educational institutions in Ukraine is only 58%, and children with special educational needs attend 28% of preschool educational institutions. At the same time, conditions for their training are created in only 25% of institutions, and the level of provision of teachers with special knowledge and skills of inclusive education is insufficient. A comparative analysis of the experience of the countries that joined EU in 2004-2017 suggests that membership in European Union has a positive impact on both preschool education in member states and the practice of inclusive education.

Ethnocultural education of preschool children in the North-Eastern region of Russia: problems and ways of improving

The ethnocultural space of Russia currently poses a problematic area for exploring and finding major solutions heading to protect languages of indigenous minorities of the North, Siberia, and the Far East. The situation with the learning of languages and cultures of small nations is estimated as a recessionary. The purpose of the article is to study the state of ethnocultural education of preschoolers in the North-Eastern regions of the Russian Federation, as well as to determine, on the example of the Republic of Sakha (Yakutia), common problems and ways to improve it. The significance of this study lies in the formulation of the problem of language education of small languages and cultures of the peoples of the North, Siberia, and the Far East in preschool education and finding the ways of preschool education development in modern conditions. The methodological basis of the study was the collection and analysis of statistical data from reports on ethnocultural education of the preschool education departments of Siberia, the Far East and the northern regions of the Republic of Sakha (Yakutia) of the Russian Federation, as well as data from a survey conducted among parents of preschool children.As a result of the study, a comparative analysis of the situation and state of cultural education in preschool institutions of the regions of the Russian Federation was carried out. Common problems have been identified in the field of ethnocultural education of preschoolers in the north-eastern regions of Russia. On the example of the Republic of Sakha (Yakutia), a theoretical justification for the development of ethnocultural and linguistic education is given.

ПІДГОТОВКА ВИХОВАТЕЛІВ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ ДО РЕАЛІЗАЦІЇ ЗДОРОВ’ЗБЕРЕЖУВАЛЬНИХ ТЕХНОЛОГІЙ ЗАСОБАМИ ФІЗИЧНОЇ КУЛЬТУРИ У ПРОЦЕСІ НАВЧАННЯ У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

The article discusses the importance of introducing health technologies through physical education in preschool institutions. The essence of preparation of the educator of preschool institution for realization of health-preserving technologies and formation at children of a healthy way of life by means of physical culture is opened. Forms, methods and means of achieving the above goal, which must be mastered by a future educator of preschool education in the process of studying in a higher education institution of pedagogical profile. The main indicators of the child's physical health – the hardening of the body (the degree of development of the body's adaptive capabilities against adverse environmental changes); full physical development; level of motor readiness; development of physical qualities and fitness of the body. The effectiveness of hardening of children is determined by the appropriate selection of its various types (wiping, dousing with cold water, contrast dousing, walking barefoot, gargling, etc.). The key to qualitative changes is regularity, consistency, a positive attitude of the child to hardening procedures, the absence of coercion. The priority directions of physical culture and health work in the educational institution are written down. One of the important tasks of a higher education institution that trains educators for preschool education institutions is to train future professionals to implement health technologies by means of physical culture in professional activities. During the training, the teacher-educator must master various forms of work on physical education with preschool children. He must know what conditions must be created for the holistic development of the child with the implementation of health technologies, including means of physical culture.

Practice and innovation inclusive education in pre-school institutions

Inclusive education in pre-school education is a general policy and practice in European countries, but implementation of the policy varies from country to country depending on institutional, legal factors, funding, access to pre-school education and pedagogical concepts. The aim of the study is to analyze the practice and innovation of inclusive education in pre-school institutions in Poland, the Czech Republic, Hungary and Slovakia. Features of the practice of inclusive education for pre-school children have been determined on the basis of qualitative and quantitative methodology, content analysis and statistical analysis. The results indicate that there are differences in the inclusive education of pre-school children in these countries. Therefore, the practice of inclusive education in the Czech Republic is very different where children of pre-school age are highly involved in formal education, study in special groups to a greater extent and in completely separate educational institutions, and to a lesser extent in special pre-school institutions. Segregation in the Czech Republic is more intense, and therefore the level of inclusion is much lower. It was found that models of inclusion in pre-school education institutions in these countries can be defined as a model of full inclusion in Poland and Hungary (79.68% and 82.18%, respectively), partial inclusion in Slovakia and the Czech Republic (64.85% and 19.74% respectively). The Czech Republic differs significantly from Poland, Hungary and Slovakia in inclusive education for pre-school children.

Training Future Teachers for Preschoolers' Socialization in the Interaction of Preschool Educational Establishments and Family

The article focuses on the current issues of training future educators of preschool institutions for the preschool children's socialization in the context of interaction between preschool institution and family.
 The research goal is to highlight the essence of the training future educators for the preschoolers' socialization in the interaction between preschool institutions and families in order to outline the content, key areas, forms and methods of this work.
 Methods. The research methods used were observation, abstraction, analysis, synthesis, induction, deduction, systematization, generalization and modeling.
 The results. The conducted research allowed the author to reveal the probable reasons for scientists’ different interpretations of the concept of «socialization of the preschooler»; differentiate and logically organize the concepts related to the above, in the context of the interaction of preschool education institution and the family on the socialization of preschoolers; the purpose of professional pedagogical education is to train a competent specialist of innovative type, able to implement educational standards, apply new educational technologies, the use of appropriate tools, methods and forms of its implementation.
 Conclusions. Today the purpose of professional pedagogical education is to train a competent specialist of innovative type, able to implement educational standards, apply new educational technologies. The article reveals the essence of the concepts «socialization of a preschooler», «preschooler's social competence» and «interaction of preschool education institution and family». It is noted that socialization is the gradual entry of the child into the system of social relations, mastering the socio-cultural experience. The author reveals the social significance of this problem, the system of organization of preschoolers' socialization, its features in children of this age, directions, forms and methods of work. The role of the family and preschool education institution as the most important social institutions that determine the specifics of social education, the formation of a minor, the problems and opportunities for socialization of children in the family and educational institution is shown. The article offers pedagogical conditions for optimizing the professional training of students to organize the socialization of preschoolers.

The effectiveness of the using moveable games, metered running, breathing exercises in the physical therapy of orphans born to HIV-infected mothers

Aim: to develop and experimentally substantiate the method of physical education for orphans born to HIV-infected mothers, based on the use of moveable games for the development of physical qualities, metered running, breathing exercises in orphanage conditions.
 Material and methods: 28 children of 5-6 years old took part in the experiment. The experimental group included orphans born to HIV-infected mothers (14 children). The control group consisted of orphans with poor health (14 children). The research was carried out on the basis of the health care institution "Regional specialized children's home" Green Gai "for orphans and children left without parental care. The experiment lasted for 12 months, at the beginning and at the end of the experiment anthropometric studies, functional state testing (spirography, Genchi's test, Stange's test), physical fitness tests (running from a high start at 30 meters, a long jump from the spot, throwing a ball from - for the head, standing)
 Results: An experimental method of physical education for orphans in an orphanage, born to HIV-infected mothers, was developed and implemented. The technique includes the use of moveable games for the development of physical qualities, dosed running exercises and complexes of respiratory gymnastics, taking into account the age characteristics of children of preschool age. A significant improvement (p<0,05) in the indicators of physical development, functional state and physical fitness of children in the experimental group was shown in comparison with the control group.
 Conclusions: As a result of using the proposed method, it was possible to reduce the incidence of acute respiratory infections in children born to HIV-infected mothers from 8-10 to 4-3 times a year. It has been established that the simplicity and availability of the developed methods of organizing physical education allows them to be used not only by specialists in the field of physical education of preschool children, but also by educators of preschool institutions.

Development of child’s cognitive abilities in project activity on environmental subjects

Introduction. An increasing emphasis in education is placed currently on the development of cognitive abilities of children, their cognitive, creative activity. The solution of this problem at the first stage of general education is associated with learning technologies .In spite of developing opportunities of project activities on environmental topics and implementation of such projects in the education in preschool institutions are required more in-depth study despite the rather large volume of available publications on this problem. The purpose of this work is to identify the pedagogical conditions for the successful development of senior preschoolers’ cognitive abilities in project activities with environmental content.Materials and methods. The study of children's cognitive abilities was carried out using the following diagnostic methods: “Unusual tree” (author – N.E. Veraksa); “The Fourth Extra” (author – V.V. Kholmovskaya); “Nonsense” (author – R.S. Nemov); “addition of phrases” (author – E.L. Agaeva). The professional competence of teachers in the aspect of the studied problem was determined during the interview.Results. Project activities on environmental topics have great potential in the development of preschoolers’ cognitive abilities due to the fact that they provide a solution to the problem, which is based on a contradictory situation; imply that the problem is a starting point for the development of the situation; involve a transformation of the situation; provide for the expression of attitude to the surrounding reality.The development of children’s cognitive abilities in preschool age is carried out primarily due to the mastery of intellectual operations. Involving Children into project activities on environmental topics contributes to the development of mental operations of analysis, generalization and classification according to essential features, the ability to establish logical connections and relationships existing in the environment, cause and effect relationships.Discussion and Conclusions. The pedagogical conditions that ensure the development of cognitive abilities of older preschool children in the activities of the project are the selection of natural history information that meets the factors of novelty, complexity, the presence of contradiction in it, as well as the implementation of pedagogical technology based on a holistic approach to organizing children solve search and research and creative nature by incorporating into different types of activities, consistent development of the ability to navigate the flow of information, to construct their knowledge.

Factors of Interest of Children to Art in Artistic Activity

In the article the actuality of the role of fine art in the society, its importance in the education of young repentance is discussed, the problems of visual activity in the initial stage of education in preschool institutions and their implementation in life are considered.

Methodical approach in Catholic religious education in kindergartens in Bosnia and Herzegovina

In this paper, the authors explore the methodical approach in Catholic religious education in kindergartens in Bosnia and Herzegovina. The theoretical framework is represented by the concept of holistic education. It also includes spiritual education, in the case of this study, religious education. The aim of the empirical part of the research is to determine the methodical elements of religious education in preschool institutions in Bosnia and Herzegovina (types of religious educational activities in religious education of preschool children and their representation, religious climate) and to compare public kindergartens with Catholic kindergartens. The results indicate that practical and spontaneous religious activities are often used in the introduction of children to faith, while artistic activities are moderately used that religious activities are more often realized with the whole group, and average individualization, and that there is no statistically significant difference in the investigated elements of religious education between public and Catholic kindergartens.