Elementary Skills Research Articles

Investigation and Analysis on the Interactions Between Mathematics Literacy Skills Using Mathematical Modeling

This study investigated and analyzed the interactions between mathematics literacy skills using mathematical modeling. The study used an ASMD model to represent the population of individuals who have skills on addition (A), subtraction (S), multiplication (M) and division (D). The objectives achieved were that the recruitment parameter and coefficient of leaving any compartments significantly influence the system based on the free-equilibrium analysis of mathematics literacy skills. The study showed that system has direct and indirect dynamics in the three states: subtraction, multiplication and division. It also revealed that addition skill is easier to learn than others. Subtraction and multiplication do not interact and have no inter coefficient. The system showcased that good number of individuals are not efficient and effective in the utilization of these skills from the endemic equilibrium of the model showed that E<sub>n</sub>>1 (asymptotically unstable). Finally, this study discovered that these elementary skills in mathematics is fundamental to learners, educated and uneducated, support continued inclusive, workable economic growth, full creative employment, decent work and improve academic performance for all at all levels and in the world at large. The study recommends that curriculum planners should give more time to study these skills thoroughly say one academic session, discourage the use of calculator at early stage, student and teacher factors should be taken into considerations and so on.

Обусловленность понимания социальной причинности глухими младшими школьниками особенностями семьи

The most important natural condition for the social development of the personality of any child is full-fledged interpersonal communication, which is impossible without the elementary skills of a cause-and-effect analysis of a problem situation of interaction based on an understanding of social causality, identifying causal relationships between the actions of individuals in the process of joint activity and communication. The process of developing an understanding of social causality in a child with hearing impairment has its own specifics. These children have difficulty mastering the logical connections and relationships between phenomena, events and people's actions. This hinders both their adequate assessment of others and the formation of an understanding of social causality. There is a relationship between the emotional, moral and social development of deaf children and the characteristics of the parental family. In families where both the child and the parents have hearing impairments, emotional relationships develop that are close to those that are typical for hearing families. In contrast, hearing parents cannot develop the same successful relationship with their children. Thus, the focus of our attention is the conditionality of the understanding of social causality by deaf junior schoolchildren by the characteristics of the family. Based on the foregoing, the purpose of the study is to analyze the influence of the characteristics of a family with deaf and hearing parents on the general level of development of a child's understanding of social causality, which will optimize this process in a family and educational organization. The paper presents the results of our own experimental study, containing a qualitative analysis of empirical data. It has been established that the impoverishment of understanding of social causality in deaf children with hearing parents is largely due to the inability of adult hearing people to provoke small deaf children to emotional communication. Deaf elementary school students raised by deaf parents are relatively more socially adapted and have a greater level of development of understanding of social causality than deaf elementary school students from families of hearing parents. The results of the study can be used as a basis for purposeful correctional and developmental work with deaf junior schoolchildren and their families to develop an understanding of social causation.

High-Impact Educational Practices (HIEPs) in Educational Media: Towards a Proposed Vision for the Sustainability of Egyptian Specifiic Education

Abstract Sustainable education and teaching excellence in Egypt remain significant challenges due to the persistent reliance on conventional and theoretical curricula, highlighting the dire importance of innovative practices for educators. Specific education should be encouraged at higher education levels, particularly in educational media. However, its adoption remains challenging due to unclear objectives and ineffective practices. High-impact educational practices (HIEPs) would provide an incentive for improved learning among the students. Thus, the current study focuses on the high impact of educational practices in exploring the importance of HIEPs in higher education in general and the educational media for specific education at Mansoura University in particular. Fifty faculty members in the field of educational media from specific educational colleges across various Egyptian universities participated in the survey. The study identifies the government’s focus on quantity over quality, poor teaching standards, and social inequalities as critical factors necessitating the implementation of HIEPs. In turn, all these practices add to deriving improved engagement, delivery of transferable and elementary skills, or synthesizing learning from related courses. The study concluded that it is important for the Department of Educational Media and its sub-specialties, including Drama, Educational Theatre, Radio, Television, and Educational Journalism, to integrate HIEPs and foster innovative practices in theatre education, in light of the 21st-century skills, skills gaps, ICT implementation, and support of teachers to increase the sustainability, particularly in educational media.

Facts and Assertiveness in the Direction of Elementary Skills Between Medicinal Apprentices Joined in Medical Eons in Cloistered Therapeutic Institutions

Background: To make basic sciences easy and accessible to enhance their clinical importance. Objective: basic sciences in medical education have a pivotal role in forming foundation of a medical students. However, students have become disinterested because of the inaccessibility of the study system and methods. Through this study, an attempt was made to highlight this problem and find a suitable solution. Material and Methods: Data were collected from 265 students. Data were collected using a questionnaire that was analyzed using SPSS version 20 (IBM, Chicago, IL, USA). Descriptive statistics were used for categorical and quantitative variables. The total scores on each subscale pertaining to basic science subjects, anatomy, physiology, and biochemistry were calculated. Results: Medical students reported mixed responses on the clinical significance of anatomy (moderate) and physiology (low to moderate), while biochemistry was reported to be the most clinically useful. More than 50% of the respondents considered the syllabus of the basic medical sciences to be vast, in contrast to their limited clinical usefulness. Traditional teaching of basic medical sciences as individual disciplines, unrelated to each other and other clinical subjects (7), made them very difficult to recall and applicable in clinical years of the students, included in our survey Conclusion: The majority of the respondents in our study were of the view that the knowledge of basic medical sciences is very important in order to become a good clinician, but the majority also thought that only working knowledge of these subjects is required in clinical years. Therefore, there is no need for deeper understanding of structures and functions.

CRITERIA, INDICATORS, AND LEVELS USED TO DEVELOP THE ETHNIC CULTURAL COMPETENCE IN THE PRESERVICE VOCAL TEACHERS IN THE PROFESSIONAL TRAINING

The concepts of «criterion», «indicator» and «levels» have been characterized in the article. The criteria, indicators and levels used to develop the ethno-cultural competence of the preservice music teachers and music art teachers have been identified and described. Analyzing works, that tackle the issue of developing ethnocultural competence the author’s components, criteria, indicators, and levels that could be used to research the ways for developing ethnocultural competence in the preservice vocal teachers have been developed. The components that make up the structure of a preservice vocal teacher’s ethnocultural competence are called a motivation and value component, cognitive component, operational component, and reflective component. Criteria and indicators that measure the level of ethnocultural competence have been singled out. In terms of the motivation and value criterion, the interest in culture and music art representative of different ethnic groups and teaching ethno-cultural values concentrated in music art are identified as indicators. Regarding the ethno-cognitive criterion, the level of knowledge and outcomes related to the preservice vocal teacher’s ethno-cultural subject matter and knowledge of methodological specifics in the ethno-cultural environment are indicators. The ability to perform ethno-cultural pieces of musical art and to apply ethno-cultural knowledge in the professional activity in the conditions of an ethno-cultural environment are distinguished as the indicators for an operational criterion. The reflective criterion is evaluated through the individual’s ability to reflect (self-esteem) and personal traits including tolerance, empathy, and inter-ethnic communication culture. Three levels that differentiate the ethno-cultural competence have been distinguished including constructive (high) level, characterized by creative personal motivation for professional activity, willingness to learn ethno-cultural values concentrated in musical regional folklore and national vocal art,; reproductive (average) level that indicate the ability to acquire and apply ethno-cultural knowledge, skills and abilities as a conscious operational attitude towards the assimilation of ethno-cultural values; and elementary (low) that illustrate the presence of elementary skills to learn the specified values, outlined in the context of the typical program requirements for vocal training.

I. S. Mikheev's contribution to the development of methodological science and education of non-Russian peoples of the Middle Volga region

Introduction. The methodological heritage of Russian teachers of the past is of interest to the modern theory of pedagogy and educational practice. The purpose of the article is to generalize the methodological views of a prominent scientist of the second half of the XIX – first half of the XX centuries Ivan Stepanovich Mikheev (1876-1940). The relevance of the pedagogical heritage of Mikheev is explained by the correspondence of his methodological views to the attitudes of modern Russian specialists in the field of teaching Russian language and literature among the nonRussian peoples of the Middle Volga region. Materials and methods. The leading research methods are the analysis of scientific literature and the biographical method, as well as historical, regional and axiological (value) methodological approaches. Results. I. S. Mikheev proposed a system of teaching non-Russian peoples to read and write in their native and Russian languages. He suggested starting the development of literacy in the native language of students. After mastering elementary skills, they had to move on to teaching in the Russian language in the so-called "conversational lessons". Mikheev called his teaching approach "the method of whole sentences." For those who speak oral native speech, the main thing is to master written speech, that entails the need for a sufficiently detailed study of grammar. For "nonRussian-born" children, the most urgent task is to master live conversational speech. In conditions when schooling usually lasted no more than two or three years, the task of mastering grammar shouldn′t have been brought to the fore. Discussion. The idea, – teaching an unfamiliar language by the method of whole sentences, – was put forward by Mikheev as a basis of his methodological views. It found further productive development in modern methods of teaching foreign languages. The innovation of Mikheev's approach consisted in the fact that he pointed out the fundamental difference in approaches to teaching Russian to Russian and to non-Russian children. The methodology developed by I. S. Mikheev included at the initial stage the elaboration of the simplest syntactic formations instead of tedious memorization of grammatical forms. Hence pupils acquired the ability to compose simple, but whole sentences in a relatively short time. That′s they were able to express their thoughts in the correct Russian language. Mikheev's approach required completely different methods and textbooks of the Russian language for Russian and for non-Russian schoolchildren. The methodological ideas of Mikheev are still relevant today, and represent a significant value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use the heritage of Mikheev. Conclusions. A prominent methodologist, philologist and educator of the non-Russian peoples of the Middle Volga region, Mikheev made a significant contribution to the development of education and methodological science, periodicals and literature. Mikheev's methodological ideas are still relevant today, and are of considerable value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use Mikheev's legacy. The theoretical and methodological works of I. S. Mikheev, his children's books and dramatic works include axiological, humanistic content, and to this day have a significant impact on modern methodological thought. That′s why, it deserves the most careful further study.

REPRESENTATION OF LEGAL INFORMATION IN A LEGAL JOURNAL FOR SCHOOL CHILDREN

After Ukraine gained independence in 1991, the number of children's periodicals increased rapidly. There was a need not only to determine their quantitative characteristics, but also to analyze their qualitative content in accordance with the functions and purpose of children's periodicals in general - the education of a new generation of Ukrainians, and the legal direction in particular - the formation of a law-abiding citizen. The market of journal legal periodicals of Ukraine is quite saturated, among them there is a predominance of journals of a scientific and practical nature, which are usually published by higher educational institutions of the country, and editions for practitioners of jurisprudence, which are publications of specialized publishing houses, such as "Jurinkom Inter" or "Yurydychna Praktyka". The only legal magazine for children was "Abetka Prava", which was published in 2012-2013 by the editors of the all-Ukrainian legal magazine "Pravo Ukrayiny". There were six publications, but four issues (№1 and №2-4 in 2012 and №1 and №2 in 2013), with a print run of 300 copies of each issue in 2012 and 100 copies in 2013. Larisa Denysenko was the editor-in-chief. She was a lawyer, TV journalist and writer, who led the sections - the editor-in-chief's introduction, an interview, a story with a continuation, and practical exercises (co-authored). The authors of the materials were journalists, lawyers, philologists, psychologists and teachers. The rubric of the edition includes both permanent rubrics and those that were repeated in several issues or sounded only once. The topic of the publication's materials corresponds to the stated idea - a legal magazine for schoolchildren. Each issue of the magazine had a thematic nature and all texts were subordinated to certain aspects of the topic, were presented in different genre forms, where the authors tried to explain the essence of a certain human right, its nature, how it can be used, what are the legal mechanisms of protection and defense, and practical exercises contribute to consolidation of acquired knowledge and elementary skills of using one's constitutional right and protection against its violations.

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.

Детерминированность развития социально-бытового поведения дошкольников с расстройством аутистического спектра типом родительского отношения

The basis of successful socialization of children with ASD is a sufficient degree of mastery of social and domestic skills for optimal functioning in society. The process of such children acquiring social and everyday behavior skills is lengthy and gradual, and its effectiveness depends largely on the adults raising the child, and, above all, on the parents. In order to reduce possible negativism in relation to the learning situation, children with ASD need an explanation of the importance of the task and a requirement that will have a greater effect if they come from an adult who is close to the child. For the gradual mastering of elementary skills of social and domestic behavior, constant daily training is necessary, which can only be provided in a family environment. In terms of effectiveness, the best way to teach children with ASD social and domestic behavior is recognized as operant learning, the optimal conditions for the implementation of which are formed in a family setting. Thus, the family and its corrective influence on the child with ASD becomes the focus of attention. The parental type of attitude is a necessary condition for the effective development of children with autism. If the relationship is properly built in the family, the child with ASD is given considerable time, which allows the parents to conduct corrective and developmental work in the conditions of family upbringing. In this case parents encourage any manifestations of the child’s initiative, activity and independence. Therefore, the aim of the study is to analyze the influence of the type of parental relations on the general level of development of social and domestic behavior in general and its specific components skills, which will allow to form a system of further comprehensive work to build a developmental environment for children with this nosology. The paper presents the results of our own experimental study containing a qualitative analysis of empirical data, from which it is clear that children with ASD, brought up in families with parental relations of the type “cooperation” demonstrate higher rates for all components of social and domestic behavior, at the same time type “acceptance” provides a significant level of social failure and infantilization of the child with the ability to interact with a close adult. The “symbiosis” type causes the risk of occurrence of persistent dependence of the child with ASD on parents, leading to social disadaptation. The most disorganizing type of parental attitude is “little loser” which provokes a child with ASD to be as dependent as possible on parental assistance in all the aspects of social and domestic life. The results obtained can be used as a basis for targeted, comprehensive and systematic correctional and developmental work with families with children with ASD on the formation and development of social and domestic behavior.

Multi-Stakeholder Research Data Management Training as a Tool to Improve the Quality, Integrity, Reliability and Reproducibility of Research

To ensure the quality and integrity of data and the reliability of research, data must be well documented, organised, and described. This calls for research data management (RDM) education for researchers. In light of 3 ECTS Basics of Research Data Management (BRDM) courses held between 2019 and 2021, we aim to find how a generic level multi-stakeholder training can improve STEM and HSS disciplines’ doctoral students’ and postdoc researchers’ competencies in RDM. The study uses quantitative, descriptive and inferential statistics to analyse respondents’ self-ratings of their competencies, and a qualitative grounded theory-inspired approach to code and analyse course participants’ feedback. Results: On average, based on the post-course surveys, respondents’ (n = 123) competencies improved one point on a four-level scale, from “little competence” (2) to “somewhat competent” (3). Participants also reported that the training would change their current practices in planning research projects, data management and documentation, acknowledging legal and data privacy viewpoints, and data collecting and organising. Participants indicated that it would be helpful to see legal and data privacy principles and regulations presented as concrete instructions, cases, and examples. The most requested continuing education topics were metadata and description, discipline specific cultures, and backup, version management, and storage. Conclusions: Regarding to the widely used criteria for successful training containing 1) active participation during training; 2) demand for RDM training; 3) increased participants’ knowledge and understanding of RDM and confidence in enacting RDM practices; and 4) positive post-training feedback, BRDM meets the criteria. This study shows that although reaching excellent competence in a RDM basics training is improbable, participants become aware of RDM and its contents and gain the elementary tools and basic skills to begin applying sound RDM practices in their research. Furthermore, participants are introduced to the academic and research support professionals and vice versa: Stakeholders will get to know the challenges that young researchers and research students encounter when applying RDM. The study reveals valuable information on doctoral students’ and postdoc researchers’ competencies, the impact of education on competencies, and further learning needs in RDM.

Sensorimotor Underpinnings of Mathematical Imagination: Qualitative Analysis.

Many mathematicians have a rich internal world of mental imagery. Using elementary mathematical skills, this study probes the mathematical imagination's sensorimotor foundations. Mental imagery is perturbed using body position: having the head and vestibular system in different positions with respect to gravity. No two mathematicians described the same imagery. Eight out of 11 habitually visualize, one uses sensorimotor imagery, and two do not habitually used mental imagery. Imagery was both intentional and partly autonomous. For example, coordinate planes rotated, drifted, wobbled, or slid down from vertical to horizontal. Parabolae slid into place or, on one side, a parabola arm reached upward in gravity. The sensorimotor foundation of imagery was evidenced in several ways. The imagery was placed with respect to the body. Further, the imagery had a variety of relationships to the body, such as the body being the coordinate system or the coordinate system being placed in front of the eyes for easy viewing by the mind's eye. The mind's eye, mind's arm, and awareness almost always obeyed the geometry of the real eye and arm. The imagery and body behaved as a dyad, so that the imagery moved or placed itself for the convenience of the mind's eye or arm, which in turn moved to follow the imagery. With eyes closed, participants created a peripersonal imagery space, along with the peripersonal space of the unseen environment. Although mathematics is fundamentally abstract, imagery was sometimes concrete or used a concrete substrate or was placed to avoid being inside concrete objects, such as furniture. Mathematicians varied in the numbers of components of mental imagery and the ways they interacted. The autonomy of the imagery was sometimes of mathematical interest, suggesting that the interaction of imagery habits and autonomy can be a source of mathematical creativity.

CHALLENGES OF TEACHING PRE-SCHOOLERS ABOUT MONEY

The article reveals the importance and role of teaching children about money; interrelation of spiritual and moral education, development of economic culture and formation of mathematical conceptions by studying this topic. The concepts of money that children of senior pre-school age already have as a part of economic education are one of the most important aspect of economic socialization of the child, a purposeful process of interaction of adult and child, which provides for formation of child’s interest to economic area of life, mastering elementary economic concepts, acquiring elementary skills required for orientation and existing in the modern market world.

Role-playing games in English lessons language

The article expresses the position of the authors that role-playing games in foreign language classes are not just collective entertainment, but act as an effective way to solve a wide variety of training tasks — from the development of elementary speech skills to the formation of skills conducting an independent conversation. Playful activity helps not only to intensify the speech-thinking activity of students, with its with the help of the teacher recreates the atmosphere of communication, close to real communication situation, introduces students to the realities socio-cultural environment in which they are located, which is undoubtedly positively affects the adaptation of students to stay at border.

Comparison of Basic Science Process Skills for Students on Electrical Materials with the Rasch Model Analysis

Prospective teacher students must have good science process skills to create learning that focuses on science process skills-based learning. This study aims to describe the comparison of the basic science process skills of prospective elementary school teachers in electric subjects. This research is descriptive. The sample of this study was 184 students consisting of 104 students in the 4th semester and 80 students in the 6th semester. The data collection technique was using a test that consists of 25 questions about basic science process skills. Data analysis using the Wright Person Map in Rasch Model. Based on the results, the researcher obtained information that most prospective elementary teachers' science process skills were classified as moderate. In addition, the results were obtained that the science process skills of 6th-semester students were better than the 4th semester. This research also found that the science process skill of female students was better than male students.

Time to grow

When spring is sprung, it's time to introduce children to some elementary gardening skills. Learning about life cycles and taking responsibility for growing plants will give them an enormous sense of achievement.

Modeling the Ecological Dynamics of a Three-Species Fish Population in the Chesapeake Bay

We present an inquiry-based project that is designed for a mathematical modeling class of undergraduate junior or senior students. It discusses a three-species mathematical model that simulates the biological interactions among three important fish species in the Chesapeake Bay: the prey Atlantic menhaden and its two competing predators, the striped bass and the non-native blue catfish. The model also considers the following ecological issues related to these three species: the overfishing of menhaden, the invasiveness of the blue catfish, and the harvesting of blue catfish as a method to control the population. A series of modeling scenarios are considered based on some simplifying assumptions to demonstrate the application of theoretical concepts to actual fisheries in the Chesapeake Bay. Analysis involves elementary skills such as finding the roots of polynomial equations, computing eigenvalues and eigenvectors, and some advanced topics such as Routh-Hurwitz criteria and the Hartman-Grobman Theorem. Numerical simulations via MATLAB are utilized to produce graphical simulations and analyze long-time behaviors. Our model predicts that if no serious measures are taken to prevent the spread of the invasive blue catfish, the native predator species will be seriously affected and may even become extinct. The model also shows that linear harvesting is sufficient to limit the growth of the invasive catfish population; however, it is not sufficient to save the striped bass from becoming extinct. The results of this study illustrate the fundamental ecological principle of competitive exclusion, according to which two competing species that attempt to occupy the same niche in an ecosystem cannot co-exist indefinitely and one of the two populations will either go extinct or will adapt to fill a different niche.

Teaching Computer Science with CLIL Methodology

In this paper, methodological and organizational aspects of applying CLIL methodology in teaching computer science for students of universities are analyzed. It is shown that European countries, as well as the United Kingdom, the United States of America, and Canada, where part of the curriculum has been taught in a foreign language for several decades, are most actively introducing content and language integration and promoting an interdisciplinary approach to education. CLIL methodology features and benefits are identified, namely, a comprehensive focus, stimulating learning environment, authenticity, active learning, gradual learning and collaboration. The peculiarity of CLIL methodology is that its use requires a stable elementary skill in the grammar of a foreign language, as well as knowledge of subject-specific language. In accordance with various conditions, CLIL model can be presented in various forms: it can be a full course of a foreign language discipline, a module from a specific topic area, a part of any course, a project, a laboratory workshop, and a research, too. The paper presents a plan for computer science lectures and labs in a foreign language, which contains seven stages, each of which is performed in English. Integration of computer science and teaching in English at the Kremenchuk Mykhailo Ostrohradskyi National University is implemented using developed bilingual course program “Computer for beginners”. The course content includes a study of the material necessary for obtaining skills in using modern ICT and a personal computer using English glossary. Conclusions are drawn regarding conditions and principles of teaching computer science in a foreign language. The scientific novelty of the work is that for the first time a comprehensive analysis of the expediency of using CLIL methodology was carried out at the Kremenchuk Mykhailo Ostrohradskyi National University. The practical significance of the work is that its results can be used for further implementation of content and language integration in Ukraine universities. The development of new content and language integrated courses with CLIL methodology for teaching courses in a foreign language is considered promising.

Tecnologias de Informação e Comunicação: investigação sobre contribuições de objetos de aprendizagem em processo de alfabetização e letramento

Nas últimas décadas, o Brasil tem proposto e implementado um conjunto de políticas públicas no âmbito da educação que propõem ações voltadas para o aprimoramento do processo de alfabetização, e estabelecem metas voltadas para a melhoria da qualidade na educação. Os resultados obtidos através da aplicação dos instrumentos de avaliação em larga escala mostram que um dos grandes desafios brasileiros é o de melhorar os níveis de proficiência em leitura, escrita e matemática, pois mesmo depois de três anos de escolarização 22% dos estudantes só desenvolveram habilidades elementares. O uso da tecnologia como elemento lúdico, motivador tem demonstrado ser um recurso eficiente e capaz de promover o desenvolvimento cognitivo das crianças. Assim, desenvolvemos Objetos de Aprendizagem, como um recurso de apoio ao processo de alfabetização, com objetivo de verificar as suas possíveis contribuições por meio de uma análise sistematizada das práticas em salas de aula de 1º e 2º ano.

Programmes for the Formation of Elementary Social Interaction Skills in Young Children with Special Needs

Nowadays, in the Republic of Belarus conditions that allow every child with special needs to integrate into society are created. The solution of this problem is directly related to the implementation of the socialising function of the family and educational institutions. We have analysed the existing programmes for providing early comprehensive assistance to children with special needs and summarised the material on the problem of forming elementary skills of social interaction in young children based on the analysis of national and foreign programmes.

Psychological Resilience Exemplify in Children Stories

Resilience capability is a part of elementary schools' student skill to create individual learning conformity. This study has four purposes: those are (1) to find problem dynamics in children short story, (2) to elaborate ethical values in children short stories, (3) to elaborate moral value in children short stories and (4) to find character education value in the short stories. The method that has been used in this study is cultural themes discovery. There are four results in this study: those are (1) resilience skills have characteristics to locate the trigger of the problem, (2) ability to anchor the problem, (3) ability to do strength analysis and (4) ability to do opportunity analysis. Thus, the resilience in facing the problems occurred in three eight circumstances, those are (1) self-conformity in learning process, (2) individuals' skills to adjust the topics, (3) self-adaptation process, (4) self-existence in the learning process, (5) self-actualization process, (6) self-acceptance, (7) cause and effect analysis and (8) problems interpretation. On the other hand, the learning process has to use metaphors to teach those skills in the classroom. The conclusion for this study is resilience is a part of psychological endurance in facing a problem. It is suggested for elementary schools' teachers to teach resilience and use children short stories.