Primary School Environment Research Articles

Дидактичні умови формування мовленнєвої компетентності молодших підлітків в умовах інклюзивного навчального середовища основної школи

The article substantiates the need to develop and test the didactic conditions for the formation of speech competence of young adolescents in an inclusive learning environment of primary school. Based on the analysis of the current state of the education system, the main vectors of its development, the main problems and tasks are identified main vectors of its development, the main problems and tasks are identified The necessity of formation of speech competence of junior teenagers in the conditions of inclusive educational environment is highlighted. The didactic requirements for junior teenagers speech competence development under the conditions of inclusive educational environment of the basic school are defined, substantiated and experimentally checked: creating a favorable speech environment for junior teenagers in an inclusive educational environment of basic school; ensuring didactic adaptability of speech therapy support for junior teenagers; development and implementation of educational and correctional methods for the speech competence development of junior teenagers. The content and main ways and methods of realization of the complex of the offered didactic conditions are characterized. The three main stages of experimental verification of the effectiveness of the application of certain didactic conditions are named and revealed. The first organizational and introductory (aimed at preparing teachers, speech therapists, psychologists for the introduction of didactic conditions). Corrective activity, as the second stage, is aimed at developing components of speech competence of junior teenagers. Functional-communicative, focused on consolidating the speech competence development of junior teenagers, the development of initiative and activity in communication. The dynamics of the level characteristics of the study competence are presented, which demonstrates positive changes in junior teenagers, members of the experimental group.

Implementation of Transdisciplinary Approach in the Process of Formation of Future Primary School Teachers’ Communicative-Strategic Competence

The urgency of the problem of formation of communicative-strategic competence of future primary school teachers is substantiated in the article. The importance of implementing a communicative approach in the professional training of students in terms of reforming the education system in accordance with the Concept of the New Ukrainian School is emphasized. The authors of the article emphasized the specifics of pedagogical discourse as strategically planned and aimed at achieving a certain communicative goal. The results of the survey of graduate students majoring in “Primary Education” are revealed, which proved the necessity of developing a special methodology for the formation of future teachers’ communicative-strategic competence. The essence of the transdisciplinary approach as the basis of the specified technique is revealed. The characteristics, basics and the overarching purpose of the method are given. It is substantiated that in the conditions of the organization of pedagogical discourse the purpose becomes a process of educational work, ways and methods of knowledge acquiring and mastering of skills in the specific intersubjective communicative-dialogic space created by the teacher which students join as equal participants of communication among other participants with common considering of social situation, specifics of the future profession, professional language. The communicative concepts of navigation character are defined and conceptual fields of interconnected communicative concepts for providing transdisciplinary connections are characterized. The principles of realization of the offered technique are revealed: conformity of the modeled educational process to the final purpose of future teachers’ training for work in the conditions of the communicative environment of modern primary school; taking into account specifics of future professional activity; considering psychological features of future teachers' acquisition of communicative knowledge and skills; optimal combination of theoretical knowledge and practical skills; selection of the most effective forms, methods, technologies of formation of communicative-strategic competence.

Scientific approaches to creating a favorable inclusive educational environment in primary school

Scientific approaches to creating a favorable inclusive educational environment in primary school

Психолого-педагогічна протидія булінгу у середовищі учнів початкової школи

The article is devoted to the topical problem of psychological and pedagogical counteraction to bullying among primary school students. Based on the analysis of philosophical, psychological and pedagogical literature and taking into account the diversity of the educational process, we have the opportunity to reveal the state of the problem. The purpose of this article is to investigate the role of the educational process in counteracting the occurrence of violence, conflict situations (in particular, bullying). The educational institution plays an important role in creating conditions for students to acquire knowledge in a safe educational environment, developing the attitudes and skills needed to avoid and prevent violence, conflict-free communication, non-violent behavior. Revealing the features of bullying and the specifics of its manifestation in the primary school environment, we focus on the organization of the educational process, which is a means of counteracting, preventing and correcting deviant behavior of participants in the educational process. Teachers have a crucial role in creating a safe educational environment and combating bullying. However, they can cope with this problem only through a systematic approach and support from school management, parents, local government officials and NGOs, as well as the involvement and participation of children and youth. The practical significance of the study is determined by the fact that its results allow to improve the quality of the educational space of the school, increase the effectiveness of its impact on the moral development of the younger generation, to adapt the activities of younger students to real life. In addition, materials of research can be used in the organization of educational work of general education institutions and training of primary school teachers.

Learning to teach and learn (not only foreign languages) during the coronavirus pandemics

The authors in the article present the main phenomena that during the state of emergency declared by the Government of the Slovak Republic due to the spreading coronavirus pandemic should contribute to managing the situation and support the functioning of the educational environment of primary and secondary schools in Slovakia in the newly established conditions. Following the summarization of the relevant phenomena, findings arising from the acquired experience of teachers from practice are presented. The analysis of the acquired experience was processed on the basis of panel discussions with teachers, which were focused on a critical evaluation of their practical experience in providing education for primary and secondary school students during an emergency and a subsequent emergency situation. At the same time, both the described process of learning to teach and learn under the pandemic situation, as well as the presented findings resulted from the panel discussions, are put in an international context and compared with the situation and experiences from other countries

East and West Ethnography in Adult Day Services: Lessons From Taiwan and the United States

Adult Day Services (ADS), an alternative to institutionalization, offer daytime programs for those with physical and/or cognitive impairments. ADS have grown rapidly in Taiwan and the U.S., to improve quality of life (QOL) and provide respite for caregivers. ADS researchers have focused primarily on caregiver outcomes, with less emphasis on consumers. Our study is among the first to examine these issues in a cross-cultural context. Surveys are insufficient for ADS attendees, since many have diminished capacity. We use ethnographic methods to more fully understand the life of clients in ADS in two countries. The focus is on clients and staff, while including the physical and social environments. Data were collected over 820 hours of observation and 77 interviews with key ADS stakeholders, including clients, for insider perspective. Comparisons between the two countries, found that infantilization (e.g., baby-talk, child-oriented activities and decor) occurred in all 10 settings to varying degrees and outcomes were shaped by culture. In Taiwan, infantilization embedded within a cultural tradition of respecting elders and exhibited as a parent-child role reversal, where staff played the adult-child role. Their over-helping and over-controlling were aimed to ‘benefit’ clients, who were seen as incompetent aging parents. In the U.S., infantilization resembled a primary school environment with elementary décor. Aides used baby-talk and ‘taught’ compulsory child-oriented songs and games. This effect was exacerbated when preschool-aged children were added, and all generations were treated similarly. Results can be translated to implement age-appropriate care environments across cultures to improve QOL in ADS.

MODELING OF THE SYSTEM OF FORMATION OF INTERETHNIC TOLERANCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING AT THE MASTER'S DEGREE: METHODOLOGICAL ASPECTS

The urgency of the problem under research is dued to the requirements of modern globalized society, the educational system, which, makes difficult requirements for the professional training of future primary school teachers. Professional activity of students of Masters degree of specialty 013 Primary education takes place in a polyethnic environment. We considered the formation of interethnic tolerance in future primary school teachers as a system that is characterized by integrity and consists of specific elements (blocks) that actively interact and influence at each other. During such interaction, all indicators of interethnic tolerance have been formed, aimed at respect to members of another ethnic group. The purpose of the article is to substantiate the feasibility of developing a system of formation of interethnic tolerance of future primary school teachers in the process of professional training at Master's degree. The main emphasis was put on the analysis of methodological aspects, used in the process of pedagogical modeling. Research methods used: theoretical − system-structural analysis and systematization of philosophical, psychological and pedagogical works, which made it possible to substantiate the conceptual foundations of the system of interethnic tolerance of future primary school teachers; comparative pedagogical analysis and synthesis, deduction and induction, classification and generalization (to clarify the sence of scientific definitions «system», «modeling» and «structural-functional model»); pedagogical modeling, which contributed to the development of a structural and functional model of the system of formation of interethnic tolerance of future primary school teachers in the process of professional training at Master's degree. The author's structural-functional model is necessary as a theoretical and methodological reference point in the construction of the educational process in the higher educational establishments. The main result of the implementation of the developed system is the formation in the main majority of future primary school teachers of an appropriate (sufficient and high) level of interethnic tolerance, which will allow them to work effectively in a polyethnic educational environment of primary school.

Професійна підготовка вчителів до організації толерантного освітнього середовища в початковій школі

Професійна підготовка вчителів до організації толерантного освітнього середовища в початковій школі

Професійна підготовка вчителів до організації толерантного освітнього середовища в початковій школі

Among the peculiarities of teacher training for tolerant education of junior schoolchildren, the specifics of the educational environment of primary school and the formation of skills of teachers’ readiness to fill it with tolerant content are singled out; orientation of teachers to support the social status of students and the development of teachers' skills to realize their role in tolerant education; formation of the ability to interact positively and emotionally in the educational process of primary school, etc. It is determined that the readiness of teachers for tolerant education of primary school students consists of cognitive (theoretical knowledge of the basics of tolerant education, multicultural worldview and critical thinking), emotional and valuable (tolerant position as an attitude to tolerant education, creating a positive emotional saturation of the educational process) in its various manifestations), activity-communicative (ability to fill the educational environment with tolerant content taking into account the individual needs of students, to implement the pedagogy of partnership, to analyze their own activities) components.Particular attention is paid to diagnosing the formation of components of teachers' readiness for tolerant education of primary school students on the basis of reasonable criteria (cognitive, motivational, emotional, valuable, activity, communicative, reflexive). Determine the results of upbringing, education and development of the student's personality, objectively ensuring the possibility of achieving them. At the ascertaining stage of the experiment, three levels of formation of teachers' readiness for tolerant education of junior schoolchildren were revealed: high, medium, low. The high level was characterized by the presence of knowledge of the basics of tolerant education of primary school children and the ability to apply them in the educational process of primary school, the ability to create a tolerant educational environment and implement the pedagogy of partnership, etc.; the middle level is typical for primary school teachers, who are generally familiar with the basics of tolerant education, occasionally show the ability to create a tolerant educational environment and partially apply the ideas of partnership pedagogy, etc .; low level is typical for teachers who have a fragmentary knowledge of the basics of tolerant education; not able to independently create a tolerant educational environment; have superficial knowledge of the pedagogy of partnership and have some of its techniques, etc. Thus, the theoretical exploration made it possible to formulate the basic concepts of research.

EDUCATIONAL AND DEVELOPMENTAL ENVIRONMENT AS A FACTOR OF SKILLS FORMATION OF SELF-ORGANIZATION OF PRIMARY SCHOOL PUPILS’ EDUCATIONAL ACTIVITY

Modernization of educational activities determines the necessity for the formation of educational and developmental environment. Today, the development of students' self-organization in an educational and developmental environment is one of the main demands that modern society puts forward to the system of primary education. The purpose is to study the features of the educational and developmental environment, its classification; development of didactic games at the lessons of Writing and Mathematics that promote the development of pupils’ self-organization in an educational and developmental environment. Research methods: a logical method; methods of system analysis; comparative analysis has made it possible to compare phenomena in order to establish similarities or differences between them. The academic paper has highlighted the essence of the concepts “educational and developmental environment”, “self-organization of educational activities”. The components of the educational and developmental environment of primary school and its classification have been formed. The basic types of primary pupils’ self-organization under the influence of the educational and developmental environment have been considered. The stages of the ability of self-organization of primary schoolchildren’s educational activity within the conditions of educational and developmental environment have been determined. Examples of Writing lessons in grades 1 and 4 have been given at the above stages, which contribute to the formation of skills of self-organization of pupils’ learning activities. Thus, types of didactic games at the lessons of Writing and Mathematics have been offered, which make it possible to provide material in accessible, interesting form, form skills of self-organization of schoolchildren in educational environment.

THE CONTENT COMPONENT OF CREATING A MODERN EDUCATIONAL ENVIRONMENT IN NEW UKRAINIAN SCHOOL

The purpose of the article is to substantiate theoretically the content component of creating a personality-oriented educational environment on the basis of subject-subject interaction between teachers and students of the New Ukrainian School. To achieve this goal, the following methods of analysis of psychological and pedagogical literature were used: generalization of the achievements of domestic and foreign scientists on a certain problem; systematization of the received information. Analyzing the psychological and pedagogical literature, we can say that the question of “educational environment” scientists have been addressed constantly. The views of scientists are considered and the essential characteristics of the concept of “educational environment” are given in the article. A brief overview of the structural elements of the environment, the problems of designing and creating a creative, personality-oriented educational environment based on the subject-subject interaction between teachers and students for their development are described. The solution of existing problems in the practice of forming the educational environment of primary school is studied. The main criteria are considered, taking into account which it is necessary to build an educational environment for primary school students. The main characteristics and parameters of the educational environment are analyzed. Recommendations for teachers on creating cells are provided. The focus is on specific tasks to address the issue of teacher readiness for change and steps to create a modern educational environment. Prospects for further explorations in this direction are outlined

Wolves in the Amazon? Child perceptions of a distant natural environment in an English primary school

By analysing an academic exhibition on the Amazon region made by Year 5 children from an Oxford-based primary school, this qualitative study explores the ways that children perceive a representation of a natural environment geographically distant from their home context. The phenomenographic analysis of written and visual documentary sources focuses on incorporated biophysical and socio-cultural elements. Three hierarchically inclusive ways of perceiving the Amazon were identified: (1) Nature as species of wild fauna and their habitat; (2) Nature as political economy; and (3) Nature as an imaginative world. Correspondingly, findings highlighted: (1) children’s affiliation to other living organisms; (2) children’s stereotypical constructs in relation to developing countries; and (3) nature as a concept that is actively constructed by children, including the conjuring of imagined ‘natural’ worlds. The findings have implications for interdisciplinary approaches to Environmental Education in primary contexts.

Designing Children’s Artwork Performance Model for Primary School Environment in Malaysia

In Malaysia, many parents encourage thier children to pursue science stream rather than art. They perceive that those who study science holds a brighter future in securing a well paying job. Arts has always been a marginalised subject taught in school to be creative. Unfortunately, creativity is not applied to how they think. Children’s artwork performance in general affects their cognitive, pscyhological, behavioral and social development. The aim of this research is to understand children’s perspective towards art and art-making. Here, the main objective is to identify the best model to represent the contributing factors that influence artwork performance among school children at Malaysian primary school. Data was collected using a survey questionnaire. Utilizing a convenience sampling method, 110 students from SK Taman Bukit Indah, Johor Baharu were chosen. Multiple linear regression technique was the analysis adapted in order to achieve the research objective. This research is significant towards identifing the most significant factors which influence children’s participation in art-making. In the near future, the research will be extended to the secondary school children in Malaysia, and fair comparisons will be made within different streams.Keywords: Children Art; Artworks; Artwork Performance Model; Children’s Participation; Malaysian Primary School Children

Making synchronous CSCL work: a widget-based learning system with group work support

ABSTRACT This paper presents a system architecture for synchronous mobile Computer-Supported Collaborative Learning (mCSCL). The paper builds on the notion of content-independent mCSCL by adding the technology support designed according to the contemporary design principles to support young learners. The specifics of the presented architecture are the authoring application that allows for reuse of interactive web-based educational application modules named “widgets”. Widgets communicate via the Group Communication module to deliver group work educational experiences. The Group Communication module consists of the three sub-modules: Message Forwarding Sub-module, Activity Management Sub-module and History Management Sub-module. The three sub-modules are designed to deliver synchronous mCSCL experiences by distributing communication messages to the subscribed groups and their members in a timely manner and by ensuring possible state reconstruction necessary for smooth learner transition between widgets and devices. Such an approach adds to the robustness of synchronous communication which is demonstrated by utilizing the system and the developed widgets in two case studies where early primary school children learn Mathematics in pairs and triplets. The presented system is able to deliver synchronous mCSCL activities including pairs and triplets in a dynamic early primary school environment.

CRITERIA AND INDICATORS OF FORMATION OF HUMANISTIC AND VALUE ATTITUDE OF PRIMARY SCHOOLCHILDREN TOWARDS THEMSELVES

Scientific works show that it is necessary to solve the humans problem of the formation of values and value attitude. Early school age is a period of active development of ideological orientations, interests, behavioral strategies, assessments and self-evaluation. The purpose of the study lay in developing and testing the diagnostic tools of the formation of a humanistic and value attitude of the schoolchildren towards themselves and in determining on this basis the appropriate pedagogical conditions for improving the investigated quality. The primary schoolchildren (n = 317, age 8-9) took part in the study. The results of the preliminary stage of the pedagogical experiment revealed the need to raise the level of humanistic and value attitude of children (low level – 61,5%, average level – 30,9%, high level – 7,6%). Primary school teachers are important organizers of the educational process with students, but they do not use enough methods that are effective in solving this research problem. In order to humanize the environment in primary school, authors suggest using game exercises, conversations, elements of training, including children in various types of socially significant activities, creating axiological educational situations, etc.

Monitoring the health environment in Ukrainian primary schools

The article describes the results of monitoring the health environment in primary schools in the Kharkiv region (Ukraine), which was carried out in 2017 and 2018. In the study, school principals of 77 primary schools, 42 (the number of administrative districts in the Kharkiv region) inspectors of educational departments, 462 teachers, and 847 parents of children answered the questions. Through a qualitative model built on this basis, the implementation of the health environment in the primary schools was evaluated. The model was built taking into account organizational, managerial, medical, methodological, pedagogical, and family aspects. Monitoring results indicate that school principals rate the state of the health environment in the primary schools slightly higher than officials. At the same time, the general indicator is at medium and sufficient levels. Together with the general development of the health environment, the analysis revealed a decrease in the development of family and pedagogical aspects (parental involvement in health events, school work of young parents, etc.). The decrease in the level of cooperation with parents is also confirmed by the results of the parents' responses. The smallest number of participants in the study characterized the health environment monitoring system in primary schools at a high-level. We reaffirm the importance of involving all stakeholders in the context of planning, implementation, monitoring, and management of the health environment.

Capturing the school food environment in primary schools

Capturing the school food environment in primary schools

Health-preserving environment subjects interaction technologies in primary school

There are no common approaches in health forming technologies classification for use in primary school. Thus, subjects of health-preserving technologies subjects cannot be determined, neither for designing and executing projects, nor for creating appropriate environment. There are different points of view in literature on duties on forming pupils of primary school of these subjects and directions of interactions are barely viewed at best. The goal of this article is to classify technologies used in health-preserving environment for primary school, based on subjects of designing and executing of these projects and to create a technology system of health-preserving technology subjects’ interaction for the benefit of primary school students ternary health harmonious development. Basic research methods are comparative analysis and pedagogical modelling of educational process subjects’ interaction system in the field of forming health-preserving environment in primary schools for the sake of juveniles’ physical, psychical and social health complex development. The result is classification of health-preserving technologies on their designing and executing subjects and their interaction technology within their functional duties in primary school pupils’ sanitation. This article can be useful for primary school pupils’ parents and primary school teachers for their non-conflict interactions for sake of 1-4 grade pupils health preserving. In addition, it can help to create health caring environment in school, family and additional learning facilities. Also this article can be helpful to specialists in additional educational system. It’s goal, among the others, is to prepare health preserving technologies project specialists.

Pupils’ Attitude Towards Learning Mathematics Subject in Nkasi District Primary Schools

An attitude is all about emotions, beliefs, and behaviors toward a particular object, person, thing, or event. It is the result of experience. Attitude has a powerful influence over learning. The study aimed at determining attitudes of pupils towards learning mathematics, and thereupon establish possible linkages between attitudes and performance. A cross-sectional survey study was employed to answer two research questions. The questionnaires, focused group discussion, semi-structured interviews and documentary review were used to gather information from 320 pupils and 77 teachers. The descriptive statistics in contingence tabulation used to test the association of the results at 5% level of association. The findings show that the majority of pupils have positive attitude toward learning mathematics subject. Similarly, a large number of teachers have positive attitude towards pupils learning mathematics subject. Nevertheless, pupils’ attitude towards learning mathematics was not directly linked to their academic performance. Poor performance was found to be caused by poor teaching and learning environment in primary schools. In due regard, further research is needed in the same study in other districts of Tanzania for comparative reason and generalization. For the immediate action, the government should facilitate empowerment of mathematics teachers through short courses, seminars, workshops and any other professional development programmes in order to improve their ability in teaching the subject. Furthermore, teaching and learning environment should be improved for effective learning.

Феномен обдарованості в сучасному освітньому середовищі початкової школи

Феномен обдарованості в сучасному освітньому середовищі початкової школи