Preschool Educational Institutions Research Articles

CORRECTIVE AND DEVELOPMENTAL SUPPORT OF CHILDREN WITH INTELLECTUAL DISABILITIES AT DIFFERENT AGE STAGES OF THEIR DEVELOPMENT

The theoretical review article describes the peculiarities of the organization of correctional and developmental support for children with intellectual disabilities. The types of institutions that provide correctional and developmental services to children with intellectual disabilities at different age periods of their development are structured. At an early age, due to the impossibility of measuring the IQ, children with organic damage to the nervous system are a special risk group. At this age stage of the development of the children of the research group, multidisciplinary correctional and developmental support is supported in the early intervention system. The possibility of receiving correctional and developmental services for preschool children with intellectual disabilities in inclusive preschool educational institutions, inclusive resource centers, and comprehensive rehabilitation centers has been identified. Similarities in the organization of the structure of correctional and developmental support for preschool and school-aged children with intellectual disabilities were observed. It was determined that the correctional and developmental support of school-age children with intellectual disabilities is carried out in the following institutions: inclusive institutions of general secondary education, inclusive resource centers, comprehensive rehabilitation centers. It was determined that the activities of inclusive resource centers and inclusive educational institutions are interdependent. Inclusive resource centers provide comprehensive diagnostic activities, provide correctional and developmental services to children with intellectual disabilities, provide methodical support for pedagogical workers of inclusive educational institutions.

Examination of Preschool Citizenship Education in Terms of Program and Teachers' Views

In this study, it was aimed to determine the opinions of preschool teachers about citizenship education and to make evaluations for citizenship education in line with the findings. For this purpose, the research was shaped by a case study, one of the qualitative research methods. In determining the sample, the 'convenience sampling' technique, which is one of the 'purposive sampling' methods, was used. In this study, a semi-structured interview form prepared by the researcher was used. The semi-structured interview form prepared within the scope of the research was applied to 25 preschool teachers working in pre-school education institutions. The analysis of the data obtained in the research was evaluated with content analysis. Findings related to the research are presented in 8 main themes and categories. As a result of the research; It is seen that the knowledge of pre-school teachers about the concept of citizenship education is sufficient. It was stated that social participation, respect, patriotism, love, belonging, sensitivity, cooperation, responsibility, empathy, critical thinking, tolerance, helpfulness skills and values should be given within the scope of citizenship education in the preschool period. Teachers stated that the acquisitions in the pre-school education program are not fully sufficient in terms of citizenship education, but they can be improved because it is a flexible program. It has been concluded that if appropriate activities for citizenship education are planned, taking into account the age levels of children in the pre-school period, children's perspectives on the concept of citizenship can be improved. The practices most recommended by teachers for citizenship education were "field trips". The teachers stated that the concepts related to citizenship education should be embodied with activities because the age groups of children in the pre-school period are small. 44% of pre-school teachers find the readiness of preschool children sufficient in terms of citizenship education. In addition, it has been determined that there are 1 acquisitions in the field of cognitive development related to citizenship education and 8 acquisitions in the field of social and emotional development in the preschool education program

TRENDS OF IMPLEMENTATION OF RESEARCH-EXPERIMENTAL ACTIVITIES IN PRESCHOOL EDUCATIONAL INSTITUTIONS OF UKRAINE IN TODAY’S CONDITIONS

The article characterizes the current state of implementation of children’s experimentation in preschool pedagogy of Ukraine. The results of a survey of pedagogues of preschool educational institutions regarding the peculiarities of the organization and implementation of the functions of research-experimental activities of preschoolers have been given. The authors carried out definitive analysis of the concepts of the research «children's experimentation», «research-experimental activity». The content and features of the organization of research-experimental activities of preschool children have been clarified, taking into account the psychological-pedagogical publications of modern foreign and Ukrainian scientists and the available creative pedagogical experience. Examples of researches and experiments for preschool children have been offered. Materials and methods. Theoretical (analysis and synthesis of scientific sources, generalization and systematization) and empirical methods (survey) have been used in the process of research. The authors conducted a questionnaire in order to find out the state of the organization of children’s experimentation in preschool educational institutions. Results. As a result of the research, it is established that almost the third of the respondents are afraid to change the traditional system of preschool education, namely the transfer of «ready-made» knowledge to children, which becomes the main obstacle to the introduction of experimentation into educational practice. Conclusions. Based on the analysis of pedagogues’ surveys, the study of theoretical and practical experience, trends of implementation of children’s experimentation in preschool educational institutions in today’s conditions have been determined.

The influence of rhythmic gymnastics on the mobile readiness of older preschool children

Preschool age is the most favorable period for the development of a child's personality, physical and motor qualities. One of the tasks of working with children of older preschool age is to prepare them for a successful transition to systematic, organized schooling. Children's readiness for schooling determines the set of morphophysiological and psychological characteristics of children of older preschool age. Children's physical and motor readiness for learning characterizes their functional capabilities and state of health. One of the main indicators of children's physical and motor readiness for learning is the level of development of physical qualities and the technique of performing motor actions. The goal is to determine the influence of artistic gymnastics on the level of motor readiness of children 5-6 years old. Material and methods: analysis and generalization of scientific and methodological literature and Internet resources, pedagogical observation, pedagogical experiment, pedagogical testing, methods of mathematical statistics. The study was conducted on the basis of preschool education institutions No. 355 and No. 123. 80 children of the control and experimental groups, 40 each, took part in the study. Research results. The initial level of motor readiness of almost half of the children in both the control and experimental groups was at a low level. After the experiment, the percentage increase in motor readiness was significantly better (p<0.05) in the experimental group (13.9%) than in the control group (5.6%). Thus, the indicators in the experimental group increased from a low level to the average in 10.0% of children, and in the control group this indicator was 12.5%. On the other hand, 12.5% of children from the experimental group increased their indicators from average to high levels, while only 5.0% of children from the control group.

Особенности психологических защит и копинг-стратегий у педагогов дошкольных образовательных учреждений с разным уровнем психологического благополучия

<p>The aim of the work was to identify the features of psychological defenses and coping strategies among teachers of preschool educational institutions with different levels of psychological well-being. The study involved 62 educators of preschool educational institutions in the city of Rostov-on-Don, the city of Aksai and the village of Rassvet, Rostov Region. The following methods were used: “Scale of psychological well-being” by K. Riff, technique for measuring psychological defense by E.R. Pilyugina, R.F. Suleimanov, questionnaire “Types of orientations in difficult situations” by E.V. Bityutskaya, A.A. Korneeva. As a result of the study, it was found that teachers with a high level of psychological well-being more often use adaptive psychological defenses, teachers with an average level of psychological well-being more often use psychological defense of the infantile type, teachers with a low level of psychological well-being more often use psychological defense of the psychotic, as well as infantile and neurotic types. Teachers of preschool educational institutions with a high level of psychological well-being are distinguished by their preference for coping strategies related to the type “Orientation towards rapprochement, interaction with difficulty.” Teachers of preschool educational institutions with an average and, especially, a low level of psychological well-being tend to be more inclined to use coping strategies related to the type “Orientation towards leaving and moving away from difficulties.” It is recommended to use the results of the study in psychoprophylactic and psychocorrective work with preschool teachers.</p>

THE CONCEPT OF SUSTAINABLE DEVELOPMENT AS THE BASIS OF CONTINUOUS ECOLOGICAL TRAINING OF FUTURE TEACHERS

Increasing attention to the ecological training of young people in the system of modern education is one of the important problems nowadays. Guarantees of environmental protection are presented in ecological knowledge, abilities and skills, as well as in the socio-cultural behavior and worldview of the population. Therefore, one of the priority tasks of the educational system is the formation of the ecological culture of the younger generation through the implementation of a system of continuous environmental education based on the principles of sustainable development. The purpose of the article is to investigate the problem of continuous ecological training of future teachers based on sustainable development. Research methods: analysis and synthesis of scientific literature (to clarify key research concepts), systematization, and generalization (for the purpose of forming the author's conclusions). It is established that ensuring the sustainable development of society involves positive life activities of people through the creation of conditions that contribute to the harmonization of their relationships, development, and satisfaction of their needs in the socio-natural environment, providing opportunities for the formation of ecological culture in the educational sphere. The peculiarities of continuous ecological training of future teachers based on the concept of sustainable development are studied, and the content and results of this process are highlighted. The goal of continuous ecological training for sustainable development is to teach people to manage the quality of life; the formation of an ecological culture in the young generation, which involves the ecological orientation of the individual, the ability to increase their ecological education and literacy, to carry out social-ecological and ecological-project activities for the benefit of sustainable development. The main tasks of continuous ecological training are the formation of scientific knowledge and ecologically oriented knowledge, the development of environmental protection skills and abilities aimed at improving the state of the environment and improving the quality of life of people, and the upbringing of a highly educated and ecologically cultural personality. Continuous ecological education for the benefit of sustainable development originates in preschool education institutions, where for the first time children master the basics of environmental education and culture, and form an idea of their unity with nature. The next stage is general secondary education, where students form environmental competence and develop an environmental outlook. The next level of the continuous ecological education system is the higher school, where the professional ecological training of the future teacher is carried out, the value-meaning sphere of the individual is formed, social-ecological norms of professional activity are mastered.

ANALYSIS OF EXISTING METHODS FOR DEVELOPING PROFESSIONAL SKILLS OF PRESCHOOL TEACHERS

This article includes a study of existing approaches aimed at developing the professional skills of educators working in preschool educational institutions. The article analyzes various teaching and upbringing methods aimed at improving the quality of preschool education. Particular attention is paid to the effectiveness and application of various methodologies, including traditional and innovative approaches. The results of the research make it possible to determine the main factors of successful development of the professional skills of preschool educators and make recommendations for their further improvement. The obtained information can be useful for practicing teachers, administrators of preschool educational institutions, as well as researchers in the field of education and pedagogy.

Practices of Tolerance: The Significance of Common Sense in Settings of Dense Coexistence

Deriving from the growing cultural and religious diversity in Germany and the need for educational professionals to be able to deal with heterogeneous groups and communicate to children about how to coexist peacefully with others, this essay focuses on the relationship between common sense and tolerance, particularly in places of inescapable dense coexistence characterised by religious and cultural diversity. Using institutions of preschool and primary education as an example, the extent to which peaceful coexistence and conflict resolution is borne by common sense and supported by practices of tolerance is discussed. Subsequently, the significance of a common-sense approach to practices of tolerance for conceptualising ethical judgement in intercultural and inter-religious education is explored. The article closes with thoughts on the contribution of religious ethics to questions of human coexistence in highly dense and conflict-ridden contexts and briefly addresses aspects of Protestant social ethics.

MEANS OF FORMING DIGITAL COMPETENCE OF FUTURE EDUCATORS

Today’s challenges place high demands on teachers. There is a transition to the information and digital age. The active use of digital technologies in education contributes to the effectiveness of the educational process at all levels and the formation of professional competencies of future specialists. The formation of competences is inextricably linked with the informatization of education.A modern teacher must be able to quickly perceive and process information, be able to work with modern digital and technical means, use the latest online environments in professional activities.Personality development begins in childhood. Teachers-educators face a modern task ‒ the formation and development of such competencies of preschoolers that would contribute to the active socialization of the child.In the light of positive trends and existing problems, the preparation of students of vocational pre-university education institutions for professional activities deserves special attention. The success of the digitization of the economy and the social sphere, as well as the improvement of the quality of human life, depends on the confident and competent application of the digital competences formed by them in professional activities.In general, digital competence is considered as one of the key competences of a modern person for lifelong learning. The concept is new, therefore, both in the domestic and foreign scientific contexts, a unified approach to the definition of digital competence has not yet been formed.The article is devoted to an overview of the phenomena of “digital education”, “digital competence” and “digital literacy”; the article considers the means of forming the digital competence of future specialists of preschool education institutions.

THE STATE OF THE ORGANIZATION OF COMMUNICATIVE ACTIVITIES AS A MEANS OF PEDAGOGICAL CORRECTION OF SPEECH ERRORS IN CHILDREN OF THE FIFTH YEAR OF LIFE

The formation of state education and its significant modernization is a consequence of Ukraine’s entry into the European and world educational space. One of the priority tasks of the education system is the upbringing and development of a Ukrainian-speaking personality with a national outlook. Such an individual must possess a single language system of spoken and written Ukrainian texts, must be fluent in various communicative situations, comprehensively contribute to the popularization of the language, ensuring its social prestige. The article is devoted to the study of the state of the organization of communicative activity, which can become an effective means of pedagogical correction of speech errors in children of the fifth year of life both in the conditions of a preschool education institution and in the family, provided that it is properly and managed. The purpose of the research is the analysis of the Basic Component of Preschool Education, current educational programs for preschool institutions for the presence of speech development tasks, as well as a survey of educators and parents of pupils regarding awareness of the concepts of “speech errors”, “speech correction” and ownership of tools for correcting speech mistakes and practicing correct speech.

The Correlation between Definitions of General and Social Intelligence in the Empirical Study on Teachers of Preschool Educational Institutions

The purpose of our article is to analyze the Phenomenological Scientific Approach to the characteristics of general intelligence of a personality; to consider Intelligence structure as a basic general category, to describe the problem of its origin and essence as one concept of the “eternal”, “planetary” problems; to show Measuring (or Testological) Scientific Approach to characterize the general intelligence of a person; to propose the characteristics of Associated-systems theory; to study the problem of general and social intelligence, to analyze correlation of these definitions according to the thoughts of teachers of preschool educational establishments. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, like statement study. The results of the research. We proved that in the paradigm of Cognitive Psychology the study of social cognitions and social intelligence has greatly enriched in the Psychology by the essence and the content of social intelligence, which previously had been developed in the psychometric tradition. Thanks to Cognitive Psychology, the actualization of the concepts of social representation was intensified. However, the analysis of existing models of representations of social knowledge suggests that the greatest attention in the history of Cognitive Psychology was given to abstract representations, and existing mental models (which relate to both verbal and figurative presentation formats of information) were not systematically checked. In addition, the functioning of these models, as a rule, plays a leading role in such a field of social cognition, as actualization of processes of social categorization and stereotyped thinking, in the field of perception of psychological features, the formation of the first impression, understanding of subjects of interpersonal interaction, etc. This situation, we deal with, sets the prospect of further empirical research on the development of social intelligence. Conclusions. So, Intellect (from the Latin Intellectus – feeling, perception, understanding, concept, mind) is a quality of the psyche of a personality, which is based on the ability to adapt to new situations, the ability to learn on the basis of acquired personally significant experience, understanding and application of both specific and abstract concepts to use their knowledge in order to influence and manage the environment. Intelligence is defined as the general ability of an individual to know and solve problems and tasks, which unite all cognitive processes and present human cognition: feelings, perception, memory, representation, imagination and thinking.

YENİ TƏLİM TEXNOLOGİYALARINDAN İSTİFADƏ HAQQINDA MÖVCUD ELMİ NƏZƏRİYYƏLƏR VƏ YANAŞMALAR

Current Scientific Theories and Approaches on the use of New Learning Technologies Summary The article analyzes the current scientific theories and approaches about the use of new learning technologies. The main point is in what form this work is carried out in preschool educational institutions. I would like to emphasize one aspect that the article mentions the importance of what educators-teachers learn when using new learning technologies. Key words: new learning, technologies, preschool, development, attitude

The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment. It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insufficiently developed pedagogical reflection. The hypothesis about the difference between the influence of dual and institutional education on the future preschool teachers’ professional competence was partially confirmed. Dual education demonstrated the best effectiveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the institutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the development of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.

Development of Forming Environment in Different Age Groups in Preschool Educational Institutions of Kyrgyzstan

Development of Forming Environment in Different Age Groups in Preschool Educational Institutions of Kyrgyzstan

Prevalence of Infectious Diseases in Children at Preschool Education Institutions and Stakeholder Opinions.

Preschool education institutions, where children have close contact and social interactions, can serve as potential environments for the transmission of infectious diseases. This issue poses a significant health concern, impacting both individual and public well-being. Thus, the present research set out to determine the prevalence of infectious diseases in preschool children and the views of parents and teachers on the prevention of infectious diseases. The study employed a mixed-method approach and involved 397 parents and 46 preschool teachers. The study was survey-based via in-person interviews. The results revealed that after they started school (almost in 5 months), children with a mean age of 4.7 ± 0.5 years experienced illness approximately 3.5 ± 2.0 times, of whom 91.5% used antibiotics. The prevalence of infectious diseases was found to be associated with the child's being born at term, maternal education level, and the public/private status of preschool institutions. The presence of a sick child in the classroom elicits negative emotions from both teachers and parents. They recommend that studies on education, safety, hygiene, school health, health screenings, regulation of the learning environment, legal regulations, and school exclusion policies be carried out to prevent infectious diseases. When children with infectious diseases come to school, nearly half of the teachers admit them to the classroom due to various reasons and pressures. Parents request teachers to monitor medication, control sweating, and use a nebulizer for their sick children. Some of the teachers meet these requests, but they claim that the educational process is negatively affected. At preschool education institutions, the risk factors of infectious diseases have a complex structure and can be influenced by variables related to teachers, children, parents and the institution itself. Infectious diseases not only pose a threat to health but also impact teachers' and parents' emotions, teacher-child relationships, and the overall atmosphere within schools and classrooms.

Formation of social initiative of adolescents in the educational environment of children's public associations

The presented material examines the potential possibilities of using systemic, activity-based and creative approaches, as well as the principles of dialecticism, originality, conscious multifactoriality, cultural creativity in the educational environment of children's public associations (PBO) in the process of forming the social initiative of adolescents. The conceptual provisions of modern scientists regarding the definition of the concept of “social initiative” of adolescents are highlighted, the key concept is specified, and the main components of the process of formation of social initiative of adolescents are determined, which reveal the content and are criteria for its effectiveness. For the consistent development of social initiative as a conscious activity of adolescents and personality traits, this process is presented in the form of coordinated modules, coordinated blocks that complement each other and influence the harmonious development of the individual through the activities of preschool educational institutions. The educational environment of a preschool educational institution is defined as a social and pedagogical tool aimed at developing the social initiative of a teenager in accordance with the goals, content, creation of social pedagogical conditions, and the harmonious development of the younger generation. In the educational environment of a children's organization, an important role is played by such means as the organized life of a children's team, various types of activities, technical impossibilities, phenomena of spiritual and material culture, through the formation of an attitude towards man, society, and nature as the highest value. The pedagogical conditions we substantiated, tested in the practical activities of preschool educational institutions, contributed to increasing the level of formation of social initiative of adolescents, making it possible to be confident in the recognition by a group of peers of their achievements as an individual and in the effectiveness of socially useful activities.

UKRAINIAN PRESCHOOL EDUCATION IN THE CONTEXT OF MODERN REALITIES

The article analyzes the current state of organization of preschool education in Ukraine, considering the results of the research of the IEA, SES, UCECE, and the algorithms for effective organization of educational activities in preschool educational institutions, as well as a roadmap for further development of preschool education. International research has been analyzed in the context of the importance of investing in preschool education. The current regulatory documents that effectively organize the activities of preschool education institutions were analyzed. According to the results of the study, the IEA, SESQA analyzed 8 key positions: organization of the educational process in institutions providing preschool education services; organization of a safe environment in institutions / units of preschool education; educational and methodological support of the educational process and continuity between preschool and primary education; organization of preschool education for children with special educational needs; organization of nutrition in institutions (units) of preschool education; access to preschool education for internally displaced persons; The real state of the research problem is determined and solution algorithms are proposed. The article analyzes the practical experience of organizing the educational process in preschool education institutions under martial law. The issue of educational losses in the system of preschool education is characterized and attention is paid to the organization of an action plan to overcome educational losses and gaps.

Influence of gender stereotypes on the socialization of the children of older preschool age

Within the framework of the theoretical analysis of psychological and pedagogical sources, the content and essence of the concepts “gender”, “gender socialization”, “gender sociability”, “gender stereotypes” were clarified and pedagogical conditions, namely: organization of an effective subject-playing area of the group for meaningful enriching the experience of gender communication in the children’s team; stimulation of the interaction of different gender subjects in a single social-and-developmental educational environment of a preschool educational institution; presence of positive incentives for interaction in a mixed-gender group as a factor in the formation of a child’s gender competence were determined. It was proven that their implementation was ensured through an optimal combination of effective forms and methods of working with children of older preschool age, aimed at the formation of gender socialization, culture of relationships with peers of the same and opposite gender, a tolerant attitude towards them, and ability to establish friendly partner relationships. Specified pedagogical conditions were implemented at three successive stages: cognitive-oriented, organizational-targeted, activity-directive, using the following forms and methods of work as: a series of games, exercises, conversations, communication, work in nature, method of problem situations aimed at raising children’s awareness of gender roles.

Prospects for the development of the system of architectural and planning organisation of special preschool education institutions in Ukraine

The publication considers the prospects for the development of the main aspects of reforming the legislative and regulatory framework of Ukraine's special preschool education institutions, which needs to be modernized, in relation to the needs of children's inclusive groups. Four main aspects are identified: regulatory, financial and economic, architectural and planning, and socio-cultural. According to the Ministry of Education and Science of Ukraine, as of 2020, there are 101 special preschool education institutions, but many of them lack comfort and inclusiveness. The study also identified the main problems that hinder the introduction of the necessary changes: insufficient number of institutions, inadequate planning, and lack of opportunities for inclusive education. Recommendations include increasing funding, modernizing infrastructure, and implementing inclusive education. Special preschool education institutions are an important part of the education system for people with special needs in Ukraine. They provide early detection, diagnosis, correction and preparation of children with various developmental disabilities for studying in general education schools. However, the existing system of special preschool education requires significant improvement and modernization, in particular in terms of architectural and planning organization of special institutions. The relevance of the study is due to the fact that in Ukraine, the theoretical and practical foundations for the design and construction of special preschool institutions have not been sufficiently developed, which would take into account the specifics of their functioning, the needs and capabilities of children with special needs, requirements for accessibility, comfort, safety, aesthetics and energy efficiency.

Діагностика фізичної підготовленості та мовлення дітей 5–6 років з порушенням мовленнєвого розвитку в освітньому процесі в закладах дошкільної освіти

The physical preparedness of older preschool children with speech impairment enrolled in preschool education institutions is the subject of close attention of a significant number of scientists and practitioners. In modern realities (full-scale invasion, psychological and social problems, pandemic and associated social restrictions), consideration of this problem among preschool children with speech impairment is especially relevant, as an appropriate level of physical fitness of children with the specified nosology is a prerequisite for successful educational activities in the future. The purpose of the study consists in determining the physical readiness and peculiarities of children aged 5-6 years with impaired speech development. Research methods: theoretical analysis and generalization of scientific literature, pedagogical observation, methods of mathematical statistics. Results. The experiment involved 60 children aged 5 and 6 with a speech disorder, who study in preschool education institutions (nurserykindergartens) of the combined type N° 652, Nº 779, Nº 270 Darnytsky district of Kyiv. According to the received data, the physical fitness of older preschool children with speech disorders is unsatisfactory. It was established that 52 % of children with speech impairment have a low level of hand movements of speed, 63 % of preschoolers have a low level of jumping speed on the spot, and 68 % have a low level of accuracy of hitting the target. 29 % of preschoolers were able to perform a long jump from a standing position, whose result was assessed as average, and the majority (54 %) 3 of them had a low level. The level of flexibility development: 57 % of preschool children with speech impairment corresponds to the average level. The data obtained in the process of assessment of visual-motor coordination and sensorimotor development of children with speech disorders are characterized by low indicators. Conclusions. Therefore, the used means, methods and forms of organization of physical education of children with special educational needs are required to be reviewed in order to ensure its quality.