Pedagogical Work Research Articles

Physical Activity as a Means of Enhancing Students' Academic Performance

This publication addresses the issue of improving the educational system's performance by increasing the academic success of students in higher education institutions through physical activity. The relevance of this scientific problem is extremely high. In the current reality, ensuring a proper quality of education is of paramount importance for Ukraine. The educational system provides the state and society with qualified professional personnel. From the defense sector to healthcare, there is a need for well-prepared professionals. Given this situation, the issue of high-quality student training, who will meet the labor market demand in the future, is particularly pressing. It is also important to note the significant negative impact of the trend of a substantial number of skilled and able-bodied individuals leaving Ukraine. Furthermore, a large number of highly qualified professionals from various fields have been mobilized into the Defense Forces. The labor market currently experiences a shortage in a number of professions. These factors heighten the relevance of the discussed issue. It is also worth noting that at the time of this publication, the higher education system is undergoing reforms. The optimization of the network of higher education institutions is taking place, which may lead to various negative phenomena in the education system for an indefinite period, caused by changes in curricula, personnel, and administrative restructuring in educational institutions, among other factors. It is essential to consider this contemporary challenge. In this regard, developing methods to enhance students' academic performance through all available means is an important task for the educational system. Mass physical activity among students is one of the most effective methods within this problem area. In fact, the main goal of this publication is to demonstrate that systematic physical activity, given the mass involvement of student youth, has significant potential as a tool for improving academic performance in higher education institutions. Systematic physical activity helps combat the negative effects of stress, which adversely affects students' academic activities. Additionally, regular physical exertion has been observed to positively impact cognitive abilities, which is also significant in the context of this publication. However, it is noted that the outlined issue remains a field for extensive scientific and pedagogical work, as the direct impact of regular physical activity on students' academic success is not sufficiently studied, especially in the context of Ukrainian scientific research.

Wychowanie do człowieczeństwa Eduarda Sprangera

The author reconstructs and interprets the Education to Humanity by Eduard Spranger, a prominent German philosopher, psychologist, and pedagogue, whose pedagogical work is little known in Poland. The barbarism of the Russian-Ukrainian War is a reminder of how topical the issue of realising the value of humanity is in contemporary education. Spranger not only answers the question of what humanity is, but points to specific, rather than general, methods of its formation in young people. He refers to selected teaching methods of Socrates, specifically to moral stories, and also to meditation, as in Zen Buddhism. He links a number of universal values to the formation of humanity, such as self-reflection, dignity of the person, self-criticism, responsibility, conscience, and love. Spranger’s theory of upbringing is holistic. Its teleology is oriented towards personality development, with an emphasis on altruistic values and human moral development. It is largely consistent with the pedagogical thought of Otto F. Bollnow, Abraham H. Maslow, Theodor Adorno, Hans Waldenfens, Andrzej Szyszko-Bohusz, Hilarion G. Petzold and other contemporary scholars – humanists. It also seems a continuation of Immanuel Kant’s, Johann H. Pestalozzi’s, Leo N. Tolstoy’s, Rudolf Steiner’s and even Mencius’s concepts of education, as well as those of Zen and Daoist teachers. Spranger opposed the idea of a transhumanism based on modern technology, as well as the instrumental and utilitarian treatment of nature, and the materialistic and technological trend, that is omnipresent in modern human life.

Dr Ambedkar’s idea of human rights and its scope of teaching in social work education: from text to context

ABSTRACT Dr Bhimrao Ramji Ambedkar (Ambedkar henceforth) is not merely known as the chief architect of the Indian constitution, social activist, philosopher, and social reformer but also as a great human rights defender in India. His idea and vision of human rights have been referencing points for creating an egalitarian society and formulating social policies. Despite his strong vision, teaching, and philosophy about an equal and just society, the pedagogy of social work is underutilized in social work education. His ideas of human rights were enshrined in the Indian constitution which even prevented marginalized social groups such as Dalit (Dalits are ex-untouchable caste group who live at the bottom in Indian social structure), tribal, and women from exploitation and protect their human rights. We argue that Ambedkar’s strong vision for a just and egalitarian society, and his rights and policy-based framework are key human rights features to introduce in the curriculum of social work education within India and outside India. This will not merely equip social work professionals to be better human rights defenders but also equip them significantly to contribute to creating a just and equal society.

Деятельность социального педагога в образовательном учреждении по созданию психологически безопасной образовательной среды

This article examines the activities of a social teacher to create a psychologically safe educational environment in a secondary school, and proposes a social pedagogical program. Currently, the problem of creating a psychologically safe educational environment occupies a significant place in the educational environment. “Psychological health” is becoming a key concept for educational institutions in terms of creating a psychologically safe educational environment, free from psychological violence, and preventing the occurrence of negative emotional experiences of a child in the educational process. A psychologically safe educational environment contributes to a student’s better assimilation of educational material and the full development of his personality. Consequently, the creation of a psychologically safe educational environment is an important element of pedagogical work at school. Harmonization of the socio-psychological climate at school and psychological assistance to participants in the educational process is within the competence of the social teacher, and his practical and theoretical skills are aimed at creating a psychologically safe educational environment, as a necessary condition for the comprehensive development of the individual. The relevance of our research lies, first of all, in the need to identify the psychological parameters of the educational environment that determine its developmental potential, in the development of express diagnostics of the psychological quality of conditions for the positive development of subjects of the educational process.

The Pedagogy of Place in China's Migrant Community

Purpose This article examines the curriculum and pedagogy of place for migrant children in China and advocates the recognition of migrant families’ and communities’ knowledge as necessary, relevant, and impactful curriculum. Design/Approach/Methods This article is based on a longitudinal qualitative study conducted in various migrant settlements in Beijing. Data were collected from in-depth interviews with migrant parents, teachers, and community activists and participant observations in schools, community meetings, and other gatherings in the communities. Data were coded on themes related to place-based connection, attachment, and belonging and then analyzed. Findings Findings demonstrate that pedagogical practices can be developed to re-center the knowledge and experiences of Chinese migrant communities. This pedagogical work recognizes and reflects the undervalued and unrecognized knowledge of migrant communities while investigating the meaning of “place” for migrant children. Originality/Value This is the first study putting special emphasis on the discussion of what “place” means for migrants and what knowledge is worthwhile for their children in China. A key contribution of this article is that it documents the challenges and benefits of creating a place-based curriculum and pedagogy for migrant children as they construct a sense of belonging.

Teacher knowledge: insights for continuing education in Southern Brazil

The pandemic caused by Covid-19 has caused education, on a global scale, to face increasing challenges in considerable aspects, from the social and economic inequality of students and teachers to the so-called learning deficit at all levels. Considering the essential dialogue between the university, through its teacher education courses and the basic education school, an applied research project was developed (participatory action research) whose theme presupposes technological innovation from a double perspective, as a means and an end. Means, through the proposed teaching methodology, integrated with technology with a view to changes and innovation in the work processes of basic education teachers when implemented. End, considering the pedagogical products generated after implementing the methodology, digital learning objects that, by nature, encompass different technologies for learning purposes. Furthermore, through the effective participation of teachers linked to the action research proposal, the results suggest the effectiveness of teaching resignification, made possible by continuing education, regarding their role as mediators and curators of the pedagogical process, aware that their knowledge of teacher involves the content, pedagogical and technological dimensions, as well as the role of information and communication technologies as an integral part of their pedagogical work.

ТИПОЛОГИЯ СУБЪЕКТИВНОГО ВОСПРИЯТИЯ ПСИХОЛОГИЧЕСКОГО НАСИЛИЯ В СТАРШЕМ ПОДРОСТКОВОМ ВОЗРАСТЕ

The present article discusses the results of the study of subjective perception of psychological violence by different characterological types. The application of the results of this study allows to increase the level of safety of the educational environment, to build psychological and peda-gogical work in the field of psychological education of parents, as well as to teach teachers con-structive forms of interaction with children, taking into account their subjective perception of psychological violence depending on the characterological type. In modern psychological sci-ence, the study of psychological violence and personal traumatization is a cutting-edge direction in the field of providing a safe environment for both students and educators. Psychological vio-lence represents various forms of behavior, consciously or unconsciously aimed at causing psy-chological pain using verbal or nonverbal communication. Under the forms of psychological vio-lence we understand threats, insults, manipulation, ignoring and so on. Such forms of psycholog-ical violence have an extremely destructive effect on a person, contributing to the development of borderline conditions and such mental disorders as depression, complex post-traumatic disor-der, etc. Understanding the peculiarities of perception of psychological violence will allow educational psychologist to significantly improve the quality of counseling work with both parents and teachers, which increases the chances of building the safest educational environment. Further research in the direction of studying the peculiarities of subjective perception of psychological violence will allow scientists to study in more detail the issues of traumatization and correction in connection with the peculiarities of characterological types.

Wollstonecraft and the Burghs of Newington Green

ABSTRACT This essay investigates the importance of Mr and Mrs James and Hannah Burgh of Newington Green for Mary Wollstonecraft’s life and career during the 1780s. Newington Green was a hugely productive environment for Wollstonecraft, but the Burghs offered a particular combination of support and provocation. Hannah Burgh was Wollstonecraft’s mentor and financial supporter from 1784, during her residence in Newington Green, and until she became the protégée of Joseph Johnson in 1787. Through Hannah Burgh, Wollstonecraft accessed the works of the late James Burgh, who had died in 1775. Burgh’s pedagogical writings were important intertexts for Wollstonecraft’s early works, especially in their account of female education, their “rational” treatments of scripture, and their responses to Jean-Jacques Rousseau. Wollstonecraft builds on Burgh’s writings in her pedagogical works, and he continues to be an important interlocutor even after Wollstonecraft’s departure from Newington Green. Burgh’s anthology The Art of Speaking (1761) is a model and probable source for one of Wollstonecraft’s first publications for Johnson, The Female Reader (1789). In her own anthology, however, Wollstonecraft offers a distinct account of reading as a tool of improvement, and builds a new canon of reading texts for women and girls.

A prominent Russian public figure of the XIX century N.V. Shelgunov and his pedagogical views. To the 200th anniversary of his birth

Annotation. The relevance of the research lies in the characterization of the pedagogical ideas of the prominent Russian pedagogical figure, progressive publicist of the second half of the XIX century N.V. Shelgunov (1824-1891), which are currently of theoretical and practical interest to workers in the field of education in connection with the reform of this most important sphere of the spiritual life of society. The purpose of the study is to analyze the content of Shelgunov's pedagogical views; critical assessments expressed by him in relation to a number of works by figures of Russian education of his time (I.I. Paulson, L.N. Tolstoy, V.I. Vodovozov, etc.) are given. An assessment of Shelgunov's contribution to Russian pedagogical thought is shown. The article was prepared in connection with the 200th anniversary of his birth. Materials and methods. The author uses methods of analysis of scientific and pedagogical literature and the biographical method, as well as historical and axiological (value) methodological approaches. During the work on the material, a number of sources of Russian and foreign researchers, as well as N.V. Shelgunov himself, were used. Results. N.V. Shelgunov entered Russian history as a prominent social democratic figure, as the author of deep, acute and interesting publications that were discussed by the advanced part of Russian society and to a certain extent contributed to the formation of public opinion in Russia in the second half of the XIX century, expressed both in the formulation of consciously expressed demands to the authorities from the progressive part of society, in particular, in the issue of opening new educational institutions, and in connection with the assessment of the quality of textbooks and teaching aids produced for the national school. Shelgunov noted positive sides of school books and their disadvantages. His sharp criticism of activities of the ministry of public education and its head, D.A. Tolstoy, stimulated the advanced part of the then Russian intelligentsia to practice in the interests of educational development. Up to the present time, Shelgunov's articles are of interest, characterizing in historical terms the path traversed by Russian education. Discussion and сonclusions. In his writings, Shelgunov analyzed methodological manuals and study books by I.I. Paulson, V.I. Vodovozov, L.N. Tolstoy and other scientists, gave them an objective, and sometimes critical assessment. He criticized also the state of women education in Russia, although by that time many educational institutions for women had opened. His articles "Letters on education", "What women don't know", etc., were highly appreciated by experts; they became the starting point for subsequent generations of Russian scientists and teachers to develop problems of education, including family education. Public figure and pedagogical publicist N.V. Shelgunov proved himself as one of the most prominent representatives of the revolutionary democratic movement in Russia in the second half of the XIX century. Having joined the organization "Land and Freedom", he carried out practical activities aimed, as he believed, at improving the lives of the people. His pedagogical works made a significant contribution to the treasury of pedagogical knowledge, primarily in the field of the history of education and organization of education of Russian citizens.

THE ATTITUDE TO HUMOR AS A PEDAGOGICAL TOOL IN THE PERIOD OF ANTIQUITY

Purpose. To consider the process of formation of the pedagogical foundations of humor in the philosophical thought of Ancient times of the VIII century BC – V century AD. Methods. In the course of the study, the methods of historical and pedagogical research were used: retrospective, historical-structural, historiographical, historical-genetic, comparative, comparative, historical periodization method, which together allowed for a systematic analysis of the transformation of changes in attitude to humor from a phenomenon of the surrounding reality to an element of the educational process. Results. The process of formation of philosophical thought in relation to humor as a means of educational influence is summarized by demonstrating the development of the literature of Antiquity. The main literary genres containing elements of comedy and bearing an educational component are listed. The main concepts of the perception of humor (Aristophanes, Plato, Aristotle, Demetrius, Cicero) formed during this period are considered. A look at the Socratic dialogue system is given as one of the first humorous techniques in pedagogy. Practical implications. The obtained results can be applied in the creation of a unified overview of historical and pedagogical work devoted to the formation and development of humor as a special means of influence in pedagogy, as well as in solving applied didactic tasks in secondary and higher schools. The research materials can form the basis of lectures and seminars on the discipline «History of pedagogy and education» for students of pedagogical specialties and higher educational institutions.

The market of academic texts in Russia (according to a qualitative survey)

In Russia, there exists a market where academic texts are sold and bought, from student qualification papers to scientific articles and dissertations. Although its existence violates the formal norms and values of the scientific community, it functions sustainably. The authors analyze the established practices of writing academic texts on demand (with an emphasis on the study of the social behavior of actors) as part of a specific organizational field, a kind of market. The study is based on semi-structured interviews with six direct actors, so-called scriptors (or ghostwriters) and four experts representing NGOs in the field of science and higher education. Destructive entrepreneurship in the system of higher education and science is characterized as a complex system, the actors of which are not only informally “self-employed” scriptors, but also formal organizations that provide contact between customers and performers of academic work. The stability of quasi-scientific texts market in Russia is associated at the macro level with the high demand for higher education and scientific degrees as a status attribute, as well as with a significant supply from scientific and pedagogical workers, thus compensating for the limited opportunities for legal academic entrepreneurship by informal destructive entrepreneurship. At the meso level, the institutional conditions are the rigidity of Russian universities, which continue to be primarily educational institutions, where legal academic entrepreneurship of an innovative type is developing very modestly, and low salaries of staff members. At the micro level, it is an attempt to impose publication activity as the main criterion of academic success in conditions where a significant part of university staff perceive themselves as teachers, not researchers, and do not seek (or do not have the opportunity) to change this situation.

Features of creative self-development of adolescents with intellectual disabilities by means of theatrical art

Importance. The problem of creative self-development of adolescents with disabilities is very relevant, since the social adaptation of such adolescents implies the complexity of interaction with others, is characterized by an unformed skills of self-knowledge, self-organization, self-regulation, and other mechanisms of self-development. In particular, the creative self-development of adolescents with intellectual disabilities is associated with the development of thinking, motor skills, and communicative functions. This is possible through amateur theater as a form of social and pedagogical work with young people with disabilities. The purpose of the study is to determine the role and pedagogical possibilities of amateur theatrical art as a means of creative self–development of adolescents with disabilities, taking into account the specifics of adolescents with intellectual disability (mental retardation).Research Methods. In the course of the research, such theoretical methods as generalization, comparison, etc. were used, domestic psychological and pedagogical works in the field of theater pedagogy were studied, empirical methods were used – understanding the experience of working with participants of the psychotherapeutic theater “We”.Results and Discussion. It is revealed and substantiated that amateur theater is a means of creative development and self-development of a personality, that is, an environment where activities aimed at the personal development of adolescents with disabilities can be fully realized on the basis of the existing personal potential in accordance with the norms of morality and cultural context accepted in society. The pedagogical possibilities of theatrical art, realized in specific forms of work (trainings, sketches, effective analysis of a play, staged work, etc.) and used at various stages of organizational and creative activity of an amateur theater group, contribute to the development of appropriate skills of self-knowledge and self-organization, thinking, and communicative abilities of adolescents with intellectual disabilities (mental retardation).Conclusions. The application of the research results contributes to the development of new methods and means of pedagogical work with young people with disabilities, the formation of an effective creative environment for their creative self-development and social adaptation.

Student-Centered Learning as a New Approach in Higher Education Due to the Establishment of University Autonomy

The article emphasizes that with the gradual integration of domestic higher education into the European educational space, there is a transformation of educational programs based on student-centered learning. It was noted that the current state of development of the educational sector and the labor market requires higher education institutions to promptly take into account new trends and quickly respond to changes in society. The expediency of introducing university autonomy is substantiated. Particular attention is focused on the independent determination by institutions of higher education of the content of education in terms of learning outcomes and the independent formation of educational programs based on the competency approach. The need for the introduction of student-centered training, the basic basis of which is the training of a highly qualified and mobile specialist, ensuring the maximum chances of a graduate of a higher education institution to get the first job on the labor market, meeting the current needs of employers, is substantiated. The results of an online survey of scientific, scientific and pedagogical workers and students of higher education regarding the interaction and cooperation of the employer community with the educational community in the development of educational programs were analyzed. The research results confirmed the expediency of strengthening the dialogue between educators and all interested parties in order to create the latest successful and attractive educational programs for applicants. Such cooperation will ensure the determination of the same requirements and criteria for specialists of different qualification levels on the part of employers and institutions of higher education. The paradigm of student-centered learning is defined, which is based on increasing the transparency and publicity of educational programs, clear and understandable rules and procedures regulating the rights and responsibilities of all participants in the educational process are defined.

State and Education: analysis of the contexts and practices of policies in Pará aimed at school management

The text focuses on the contexts of the policies and practices of school management in the state of Pará, aims to analyze what are the consequences for school management arising from public policies in the reality of Pará, oriented substantially by the logic of interests of private groups and fostered on the assumptions of public-private partnerships whose organization of pedagogical work meets the rationality of the market. Based on bibliographical and documentary research, the text seeks to verify the dynamics of the phenomenon from the theoretical framework on the subject and the analyses produced from studies on the problematized reality. The investigative path used made it possible to identify that the programs and projects in Pará foster a type of manager who is more in tune with the profile of a manager who controls teamwork and is less concerned with fostering teaching and learning processes that are meaningful to the diverse realities of schools in Pará, such as riverine, quilombola, urban and rural areas, which demand their own actions on the part of the collective and require a manager who mediates decisions and is not primarily responsible for school success, as the mercantile logic advocates.

Problems of digital inclusion in vocational (vocation-technical) education institutions

The content of the article presents an analysis of the problems and trends in the development of modern digital technologies of inclusive education in the field of professional education, taking into account the development of relevant guidelines for customers of educational services. Current problems of digital inclusion in vocational education institutions are considered, namely: high-quality digital Ukrainian-language content that is accessible to various nosologies of education seekers with special educational needs, and the problem of training pedagogical workers in educational institutions to implement the concept of digital inclusion. It was determined that the use of digital technologies means a paradigm shift in approaches to teaching and learning, which is a potential for the transformation of professional education and an opportunity for customers of educational services to succeed in the global economy, ensuring the personalization of the educational process and overcoming the distance between the academic environment and production. At the same time, realizing this potential requires concerted action to address issues such as the digital divide, technology obsolescence, and quality and trust issues. In the context of inclusive educational innovation, digital accessibility is an important aspect of ensuring that all people, including persons with disabilities, have equal access to digital technologies and services. During the study of trends in the development of modern learning technologies in the field of professional and technical education, the staff of the department conducted an analysis of the interaction of inclusive learning technologies and modern digital technologies, focused on understanding how these two elements can interact to create an inclusive educational environment. The ways and possibilities of using digital technologies in the process of inclusive education are determined. The implementation and integration of digital technologies requires significant investment in infrastructure and ongoing support to ensure their sustainability and effectiveness. A successful example of such an infrastructural solution is the single educational-digital ecosystem of the Bilotserk Institute of Continuing Professional Education, which combines the intellectual, scientific, professional, educational, and technological potential of the subjects of the network educational-digital environment, provides for the use of digital, andragogic and interactive technologies in virtual space. The findings of the study indicate that although digital technologies have the potential to significantly improve the quality of vocational education, their successful implementation depends on addressing the associated challenges. It is important to constantly evaluate, study and introduce new initiatives in the field of digital learning and digital inclusion into the educational process, constantly update the educational process through the integration of digital technologies, ensure the appropriate quality of educational programs and resources.

Cripping sex education: reflections on a public pedagogy project

ABSTRACT In response to recent calls for ‘cripping sex education’, we describe and reflect on an 11-week public pedagogy project in Canada that paired five community sexuality educators with 78 undergraduate students to make digital sexuality education tools for disabled, Deaf, and queer children and youth. From a perspective that argues for a genealogy of crip desire in childhood, we reflect on the possibilities and limitations of an intellectual partnership project, called Cripping Sex Education: Creating Digital Tools for Disabled, Deaf, and Queer Kids. This public pedagogy project centred crip theory, coalition building, and critical digital pedagogy in its aim to discover how cripping sex education might be feasible within the parameters of our institutions, vocations and lives. The work required all partners to consider new pedagogical formations of sexuality education, including through ethical engagements, relational rights, and expansive approaches to access. Interviews with three student participants reveal that cripping sex education involves thinking broadly about accessibility, challenging normalcy and, as disability justice principles attest, centring those who are most impacted. We close with recommendations for future cripping sex education pedagogical work that honours already existent crip desires, childhoods, and futures.

ПІДГОТОВКА МАЙБУТНІХ ОФІЦЕРІВ РОЗВІДНИКІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ ЗМІШАНОГО НАВЧАННЯ ЗАСОБАМИ ІНФОРМАЦІЙНО-ОСВІТНЬОГО СЕРЕДОВИЩА

The article analyzes scientific works, the regulatory and legal framework and the content of educational and methodological documentation regarding the organization of professional training of future intelligence officers. Modern approaches related to distance learning and digitalization of professional training of future specialists of the national security and defense sector of Ukraine, as well as the European Union, have been identified. The results of previous studies have been summarized. It has been established that the professional training of future intelligence officers in the conditions of pandemics and full-scale war can be carried out in the format of blended learning using the means of a specially created informational and educational environment. It is substantiated that blended learning of future military intelligence officers consists of the educational activity in two forms: in form of training sessions in specialized classrooms under the direct supervision of the scientific and pedagogical workers and in form of independent work with electronic resources of a specially created information and educational environment. Varieties of blended learning models in the conditions of pandemic and full-scale war are distinguished, namely "rotational model", "flexible model", "person-oriented model" and "enriched virtual environment model". Pedagogical components of information and educational environment tools for blended learning of future intelligence officers have been developed, which include: independent study of new educational material, independent study of material using elements of creativity, independent improvement of theoretical knowledge and practical skills in conditions of quasi-professional activity, and independent in-depth study of material. The introduction of innovative forms, methods and means of obtaining intelligence information into the professional training of future intelligence officers in the format of blended learning by means of the information and educational environment is proposed. The experience of conducting military intelligence acquired by the intelligence units of the armies of NATO member countries and the Armed Forces of Ukraine during the de-occupation of the territories of sovereign Ukraine captured by Russian-terrorist forces is considered as part of the blended learning. Standards of individual and collective training of future intelligence officers of the Armed Forces of Ukraine and NATO are applied. Key words: future intelligence officers, blended learning, blended learning models, information and educational environment tools, pedagogical components of information and educational environment tools.

ІНТЕРАКТИВНІ ТЕХНОЛОГІЇ НАВЧАННЯ ШКОЛЯРІВ: ЗМІСТОВО-ПРОЦЕСУАЛЬНИЙ АСПЕКТ

The article analyzes the features of interactive learning as one of the modern approaches to the modernization of the educational process. The essence of interactive technologies is characterized. The purpose of the article is to analyze the features of interactive learning as one of the modern methods of modernizing the educational process. The study used the following scientific theoretical research methods: analysis, synthesis, systematization, comparison and generalization. The analysis of scientific methodological and pedagogical works makes it possible to establish that under the term “technology” some modern scholars understand the management of pedagogical processes, while others understand ways of organizing students' activities. It has been found that interactive learning occurs through the interaction of all participants of the educational process. It is stated that this is a collective co-learning, in which both the teacher and the students are subjects of the educational process. It is shown that interactive technologies require a certain change in classroom life, as well as a significant amount of time for preparation for both students and teachers. It is established that not all children immediately understand and positively perceive interactive technologies, so the teacher needs to make efforts to: change the child’s communication style, which he or she “brought” from the family; motivate students to be active in learning; develop skills of collectivism and tolerance. It is concluded that interactive learning allows solving several tasks at once, because the use of interactive technologies develops communication skills; helps to establish emotional contacts between participants in the process; relieves nervous tension; makes it possible to change the forms of activity; provides an educational task, as it forces to work in a team. It is noted that interactive technologies contribute most to the formation of students’ skills and abilities, the development of personal values, and create an atmosphere of cooperation and creative interaction in learning. It has been established that the effect of using interactive teaching and learning methods in the modern educational process will be maximized only when the teacher himself deeply realizes the essence and necessity of such work, while considering the age characteristics and level of students’ development. Key words: interactive technologies, schoolchildren, participants of the educational process, communication, creative interaction between teacher and students.

Touch: Romanticised micro-moments from a farm kindergarten

Focusing on two micro-moments between non-human animals and young human children in a Norwegian farm kindergarten, this article contributes to knowledge about pedagogical work with multi-species meetings. The micro-moments from a field study are discussed through an exploration and troubling of what we call our ‘romantic’ experience of the children's meetings with farm animals and our resistance to those feelings. We explore what we perceive as a mutual trust, curiosity and interest between the young children and the animals that we relate to Despret's concepts being polite and getting to know, and Haraway's concept companion species. Our discussion contributes an alternative perspective to the traditional view of children-animal relations.

Universal Design for Learning in Second Language Teaching

This research was born in a foreign language teaching center in Barranquilla, Colombia, by taking the reality of this institution where teachers find themselves in front of diverse and neurodiversity students. They require orientation towards an inclusive education. The purpose of the study was to strengthen the teaching-learning process of a foreign language within the framework of inclusive education considering both neurodiverse and neurotypical students. The methodology is framed in mixed research, with interpretive paradigm and descriptive design in which a survey for teachers and a semi-structured interview for students were used. The results show that although teachers have many qualities, neurodidactic orientation is needed to attend and guarantee the accessibility, participation, permanence, communication and learning of the whole population regardless of their condition. From this need emerged the proposal "UDL in the teaching of foreign languages" which is materialized through the website "NeuroELE'', an online site that shares theoretical content to enrich the teaching knowledge with neuropedagogical bases, and neurodidactic strategies to strengthen the pedagogical work based on the Universal Design for Learning. The web page was evaluated by expert judges who highlighted its content and correspondence with the objective proposed with its design and it was subjected to changes generating a 2.0 version.