Preschool Educational Institutions Research Articles

Computer-Modeling System of Agronomist’s Labor Functions

The goal of the paper is to develop the computer-modeling system of an agronomist’s labor functions as the most optimal solution for teaching preschoolers and primary schoolchildren about trends and technologies in farming, aimed at increasing the attractiveness of professions in the field of agriculture. Among the main objectives of the research is the study of the essence of computer modeling as a teaching method in the works of domestic scientists, as well as the construction of models and their implementation using high-level programming languages in order to obtain an information system for the labor functions of an agronomist.Materials and methods. In the course of the analysis, a study was carried out of scientific and technical literature on the use of computer-modeling systems in the educational field. The analysis of the market for computer-modeling systems in the agricultural sector of crop production was carried out. When visualizing and describing system models, UML modeling notation was used. A diagram of use cases for this notation made it possible to describe the functional requirements and interactions between the system and its user. A UML notation sequence diagram was used to model the interaction of the main menu, game scene, and game character over time. The class diagram made it possible to define the structure of the system and the relationships between its objects, as well as an overview of the attributes and operations of the identified classes. The designed system models were implemented in the C# programming language in the Visual Studio development environment.Results. The study revealed the need to introduce new forms, methods and means of teaching into the content of the modern educational process, the implementation of which, largely, is carried out using information technology. The most optimal solution to the issue of teaching children about trends and technologies in agriculture, which has become relevant in the light of the rapid development of agriculture and its digital transformation, was the introduction of computer- modeling systems. The analysis of literature on the research problem has shown that in the works of L. Zhuk, M. Larionova, N. Rozova, etc. great attention is paid to the use of computer modeling as a teaching tool. According to the author, the use of this technology in the educational process makes it possible to implement such teaching principles as the principle of integrative learning, the principle of a practice-oriented approach, the principle of differentiation of learning and the principle of dialogical learning. There are no domestic developments in the subject area under consideration on the information systems market. The author of the study designed and implemented, using the object-oriented programming language C#, the computer-modeling system of agronomist’s labor functions as a technology for teaching professional tasks of an agronomist at various stages of agrarian evolution. The proposed solution allows you to be acquainted with four significant agrarian revolutions that played a decisive role in the transformation of agriculture: the Neolithic revolution, the Renaissance agricultural revolution, the green revolution and the digital revolution in agriculture. Conclusion. It is important to note that the computer-modeling system of the labor functions of agronomist is of interest for preschool and primary education institutions. This development can also be used in the system of additional education for children. Using a computer game in the educational process will expand children’s knowledge about agriculture: it will familiarize them with different agricultural processes, such as planting, growing and harvesting crops, as well as with various types of crop cultivation technologies. This will contribute to the development of interest in the study of agriculture and, as a result, the growth of students’ motivation to connect their professional activities with agriculture.

Main channels and consequences of the influence of war on educational inequality in society

A new, difficult and tragic research page is opening in domestic sociology – a detailed study of the effects of the Russian-Ukrainian war on all spheres of life of Ukrainian society, its social structure, institutional transformations, economic capabilities, political organization, as well as the daily life of citizens. An integral component of both the institutional structure of society and the everyday life of citizens is the sphere of education with its inherent and constantly reproduced educational inequality. A large-scale war has the potential to quickly and for a long period of time disrupt social order and change established patterns of social inequality in society, particularly in education, unevenly distributing stratified negative effects. With the beginning of large-scale hostilities, the educational infrastructure of Ukraine has suffered almost the greatest destruction since the Second World War. Schools and preschool education institutions have suffered the greatest damage and destruction. A large number of families with their children have been forced to move internally or externally, thus temporarily interrupting the opportunities for children’s education. The article summarizes the results of research in various countries that have experienced short or long-term periods of international or civil wars, which made it possible to identify the main channels of the war’s impact on educational inequality and the corresponding short- and long-term effects of the war. Seven main direct and indirect channels of the war’s impact on educational inequality have been identified, including the destruction of educational infrastructure; lack of teachers due to internal and external displacement, recruitment into the army or death; reduction of state expenditures on education; movement of a large number of adults and children; redistribution of power and wealth in society; the growth of poverty, the reassessment and change of priorities regarding education within the family; deterioration of children’s physical and mental health, malnutrition, stress, trauma, feeling of insecurity. Short- and longterm effects on the educational achievements of children are formed through channels of influence, which take the form of stratified educational losses, a decrease in family expenditures on education, as well as losses in the future lifetime income of individuals.

“YAŞIL DÜNYA NAMİNƏ HƏMRƏYLİK İLİ” İLƏ ƏLAQƏDAR KEÇİRİLƏN TƏDBİRLƏRİN MƏKTƏBƏQƏDƏR YAŞLI UŞAQLARIN DAVRANIŞ MƏDƏNİYYƏTİNİN FORMALAŞDIRILMASINA TƏSİRİ

The article talks about the factors influencing the formation of preschoolers' behavior towards living and inanimate nature, ecological culture, and the characteristics of ecological culture. In this regard, in connection with the announcement of 2024 as the "Year of Green World Solidarity" in the Republic of Azerbaijan, the article provides detailed information on the formation of skills and feelings of nature con¬servation, respectful attitude and love for it, as well as projects and events held in a number of preschool ed¬ucational institutions of our republic. It should be noted that educators and teachers of preschool educational institutions benefit from the content and structure of such events held in our republic and operating in a net¬work mode, practical examples that they apply in the course of various activities, as well as the involvement of parents in this work, turns children into active participants in the process, and in them lives and cares for inanimate nature, protects greenery, cares for it, etc. creates the basis for the formation and development of ethical skills.

Development of mathematical competence of 5–6-year-old children in Polish preschool education institutions

ABSTRACT This study addresses the topic of developing mathematical competence of children aged 5–6 years old in Polish preschools. A survey was conducted to examine the methods employed in the mathematical education of preschool children, the effectiveness of these methods, and the relationship between the development of mathematical competence of preschool children and their overall growth and development. The responses from the survey of teachers of pre-school education and parents were analysed to determine whether the mathematical competence of older preschool children is adequately shaped in accordance with their developmental possibilities and whether the mathematical education provided in kindergarten sufficiently prepares children to start learning mathematics in the ‘school way’.

The influence of phytoncidal properties of indoor plants on the air microflora of preschool educational organizations

BACKGROUND: The quality of indoor air is an important factor affecting health. AIM: To study the effect of phytoncidal properties of indoor plants on closed space under normal operating conditions of preschool educational institutions. MATERIAL AND METHODS: The dynamics of the microorganisms’ total number in the air of group rooms of preschool educational institutions was assessed according to current guidelines. The rooms were identical in area. The radius of phytoncidal action of indoor plants was determined. Air samples were taken after a week of exposure at different distances from a group of these plants in the breathing zone of children using an aspiration method with a sampling device. Statistical processing was carried out using the Statistica 10.0 and Microsoft Excel packages, ANOVA analysis of variance was applied. RESULTS: Plant species with phytoncidal activity were selected and designated (Chlorophytum comosum, Aspidistra elatior, Begonia ricinifolia, Hibiscus rosa-sinensis, Kalanchoe blossfeldiana, Plectranthus scutellarioides, Murraya exotica, Nephrolepis, Sansevieria trifasciata, Cyperus alternifolius). The total number of microorganisms in the air of group rooms before and after the installation of phytoncidal plants was compared (1201 and 584 CFU/m3). The maximum radius of plant placement at which bacterial contamination of the air decreased was determined. It was found that within a radius of 5 m from the placement of plants, the number of microorganisms was in the range of 380–481 CFU/m3, more than 5 m — 728–1101 CFU/m3. CONCLUSION: The use of indoor plants with phytoncidal activity in closed spaces of organized children's groups can serve as an additional way to improve the quality of the air environment.

SCIENTIFIC AND THEORETICAL BASIS OF STRATEGIC DEVELOPMENT OF PRESCHOOL EDUCATION ORGANIZATION AND COOPERATION OF PARENTS

Modern preschool educational institutions have the opportunity to use all the various forms of interaction between the kindergarten and the family, which have come a long way in their formation and development. Parents and preschool are not interchangeable. An important condition of continuity is the establishment of reliable business relations between parents and preschool educational institution, during which the educational position of parents and educator-pedagogue is adjusted. The basis of such relations is formed by the forms of mutual relations between parents and the preschool educational institution.

INNOVATIVE APPROACHES TO PHYSICAL EDUCATION OF YOUNG CHILDREN: METHODS AND PRACTICES

The article highlights modern approaches to physical education of young children in modern preschool educational institutions, in particular, traditional forms of activities and innovative methods. The main forms of physical education, such as morning gymnastics, physical culture classes, mobile games and hardening procedures, are complemented by author’s and non-traditional methods, such as self-massage using Su-jok technology. Special attention is paid to the game methods proposed by M. Yefimenko and the introduction of information and communication technologies increasing the effectiveness and interest of classes. Particular attention is paid to the use of baby yoga for the physical and emotional development of young children. The importance of creating favorable conditions for independent motor activity of children is also emphasized. The article contains practical recommendations for the implementation of these methods into the educational process of preschool educational institutions. The purpose of the article is to distinguish the peculiarities of the organization of physical education in groups of young children. Among the research methods a scientific analysis of psychological and pedagogical sources, priority documents of the Ukrainian state educational policy is presented, where various problems related to the organization of physical education of young children in preschool educational institutions are outlined, its meaning and role of modern forms and methods of physical education of children are revealed in early age groups. Findings of the results indicated the need for further search for modern technologies and methods of physical development of young children in order to improve the quality of the educational process in preschool educational institutions. The conclusions emphasize that the introduction of original and non-traditional methods, such as self-massage using Su-jok technology, as well as game methods proposed by M. Yefimenko, significantly increase the effectiveness and interest of classes. The use of information and communication technologies and baby yoga helps in the development of children’s physical and emotional skills, makes classes diverse and attractive for children.

FEATURES OF THE PREPARATION OF FUTURE TEACHERS FOR WORK IN PRE-SCHOOL EDUCATION INSTITUTIONS AND REQUIREMENTS FOR THEIR PROFESSIONAL ACTIVITIES

The article reveals the specifics of training future teachers to work in preschool education institutions in terms of requirements for their professional activity. It was established that the future teachers of the preschool education institution, first of all, need to work with parents, since the closest environment of the child is the family. Certain aspects of the activities of future educators are disclosed, in which they should pay attention to the individual determination of children’s physical load. The possibilities of the preschool education institution in building its functioning in the direction of modernity, its relations with the surrounding society are revealed. It was established that in order to prepare the future teacher for interaction with the micro-environment of the preschool education institution, it is necessary to teach him to apply various directions of the organization of the innovative institution. It has been proven that the training of future educators can be effective on the basis of knowledge of modern principles of development and formation of a healthy lifestyle for children and parents. The necessity of training future educators to ensure the psychological safety of children during their stay in a preschool institution is revealed. The ability to clearly distinguish personal traits and peculiarities of a child’s mental state, to diagnose signs of children’s stress state, has been established. The main forms and methods of work of future educators regarding the formation of the need for a healthy lifestyle in preschool children have been determined. The principles of openness-closedness, which future educators should follow in their professional activities, are revealed. The main trends in the training of future preschool teachers have been established, which are related to the creation of a full-fledged space for the child’s development and the organization of comprehensive support for the individual development of preschool children. In the preparation of the future educator, special attention is paid to the personality of each child as the highest social value of society, instructions are given for the formation of a citizen with high intellectual, moral and physical qualities. This involves the creation of prerequisites for the development of activity, initiative and creativity of pupils and teachers, their interested interaction, as well as broad public participation in the management of preschool education.

THE CONTENT OF PROFESSIONAL TRAINING OF FUTURE EDUCATORS TO WORK IN PRESCHOOL EDUCATION INSTITUTIONS IN THE UNITED STATES

This paper provides a comprehensive examination of the content of professional training for future educators preparing to work in preschool education institutions in the United States. It delves into various aspects of the curriculum, highlighting essential components such as child development theories, instructional strategies, assessment techniques, and classroom management practices that are crucial for fostering a conducive learning environment for young children. The study emphasizes the significance of integrating theory with practical experiences. It discusses how hands-on training, including internships and field placements, equips future educators with the skills needed to effectively engage with preschool children and adapt to diverse learning needs. Furthermore, the research underscores the importance of culturally responsive teaching, advocating for a curriculum that reflects the varied backgrounds of children and their families. Additionally, the paper explores the role of collaboration with families and communities, recognizing that strong partnerships are vital for supporting children’s holistic development. It discusses strategies for effective communication with parents and caregivers, as well as the importance of involving them in the educational process. By analyzing current trends and standards in early childhood education, including accreditation requirements and professional competencies, the paper aims to identify best practices for developing skilled educators. It also addresses challenges faced by teacher preparation programs and suggests ways to enhance the quality and relevance of training. Ultimately, this study seeks to contribute valuable insights into the ongoing discourse about teacher preparation in early childhood education, advocating for a well-rounded approach that equips future educators to meet the diverse and dynamic needs of young learners in the United States.

Humorous Potential of Board Games for Children of Senior Preschool Age

Aim. The aim of the study is to determine the humorous potential of modern board games for senior preschool children which are used in preschool education institutions. Methods. The aims were achieved through the implementation of methods: theoretical (analysis of the psycho-pedagogical, philosophical and source base in the field of game design and children's game theory), empirical (observation of the game process of children with board games, combined analysis of board game sets from different countries) and comprehensive analysis of board game sets for children. Results. It has been determined that the humorous potential can be expressed through each structural component of a board game: content (plot, characters and rules), conventional graphic plan (images, symbols, icons, colour, reality and conventionality of the image), equipment (character chips, character figures, tokens, field etc.). It has been proved that humour is a social and game construct of the modern theory and practice of game design. Conclusion. It has been concluded that the humorous potential of board games for children has a significant developmental effect in the organisation of game activities. The use of humorous board games provides a positive microclimate in the team, promotes the development of emotional intelligence in children, enriches their cognitive and sensory experience. Humorous board games can be used both for organising the education of older preschool children, preparing them for school, and for organising recreation, leisure, and raising children's play culture.

How children's play has changed during wartime in Ukraine from the parent’s perspective

The article analyzes the results of the study on the peculiarities of preschool children's play activities in the conditions of war in Ukraine, conducted in different regions of the country, which significantly differ in the characteristics of military operations, the life activities of the population, as well as the forms of organization of the educational process in preschool educational institutions. The objectives of the study were as follows: to identify changes in the content, types, and organizational forms of play activities of preschool children during the war, based on observations of parents; to determine the peculiarities of preschool children's play in both general and regional contexts. The analysis of the study results allows us to highlight the following peculiarities of preschool children's play during the war in Ukraine, namely: 1) dominance of various war-life scenarios (most often – air raids, setting up bomb shelters, and staying in shelters) and military actions (fighting against occupiers, protecting loved ones, helping victims, working at checkpoints, etc.) in the content of children's play activities from different regions of Ukraine; 2) among favourite toys (amongst stuffed toys and dolls for girls and LEGO® construction sets for boys), there is a prevalence of toy weapons, military equipment, military robots, military construction equipment, soldiers of the Armed Forces of Ukraine for boys and stuffed cuddly toys (Hibuki dog, cuddly goose) for girls; 3) acquisition of certain characteristics in children's play, such as: greater degree of emotionality with manifestations of anxiety, worry, fear, cruelty, aggressiveness, which also manifests in the children's use of inappropriate language and their need to overcome complex emotional states through cuddly toys, thematic stuffed toys and anti-stress toys; - predominantly solitary nature of play when children entertain themselves alone, primarily due to the impossibility of a full-time kindergarten attendance and interaction with peers; play activities taking place indoors, which is typical for children residing both in urban and rural areas; 4) increase in time spent on playing games using gadgets (phones and tablets), including military-themed games

Шкала воспринимаемого стресса для детей: психометрические показатели

<p>The article presents the results of a psychometric analysis of the Perceived Stress Scale for Children (PSS-C), developed by B.P. White. The scale was designed to evaluate the degree of perceived stress in children and is similar to perceived stress scales used in adult populations. Psychometric analysis is crucial for diagnosing children's stress experiences and for the frequent use of the scale in research. The study was conducted on a sample of 635 children, aged 6 to 8.3 years (mean=6.73; SD=0.38), who were enrolled in preschool educational institutions. Respondents completed the Perceived Stress Scale and an anxiety test (R. Tamml, M. Dorki, and V. Amen). The research was conducted individually, adhering to ethical guidelines. Exploratory and confirmatory factor analyses were conducted to assess the structure of the PSS-C, resulting in the identification of two distinct factors: Distress and General Well-being. The reliability indices (Cronbach's alpha) for the Distress subscale and the General Well-being subscale were 0.74 and 0.61, respectively. The unique properties of the subscales within the Perceived Stress Scale for Children serve to prevent their amalgamation into a singular factor, while still allowing for the derivation of a general indicator of perceived stress. The General Well-being subscale correlates negatively with the anxiety score, while the general perceived stress score correlates positively. Overall, the psychometric analysis of the Perceived Stress Scale for Children allows its use as a tool for addressing research problems.</p>

Modern Health-saving Pedagogical Technologies in Preschool Educational Institutions

The article discusses modern health-saving pedagogical technologies used in preschool educational institutions (preschool educational institutions), such as kinesiology, Pilates and art therapy. These methods are aimed at the comprehensive development of children, their physical and psycho-emotional health, and contribute to the formation of a healthy lifestyle and harmonious personality development from an early age.

IMPLEMENTASI METODE ACTIVITY BASED COSTING (ABC) DALAM MENENTUKAN TARIF SUMBANGAN PEMBINAAN PENDIDIKAN (SPP) PADA INTEGRATED PRE-SCHOOL HUSNA BANJARBARU BERDASARKAN PERSPEKTIF KEUANGAN

ABSTRACT Cost accounting is a field of accounting that tracks, records, and analyzes costs. In this case, the preschool education institution will certainly require costs or funding from student fees. The purpose of this study is to explain how to determine the cost of Husna Banjarbaru Integrated Pre-School Education Program that has been implemented so far and is also expected to know how to determine costs using the ABC (Activity Based Costing) method. Of course, the determination of user costs must be in line with the financial point of view to help manage company finances appropriately and effectively so that company finances are always stable. The analytical approach uses a descriptive method design to provide an overview of the problem solving. Data collection techniques used in this research include interviews, observations, documentation, and literature review. Data analysis techniques use quantitative and qualitative analysis. This research was conducted in Integrated Pre-School Husna Banjarbaru, Srikaya Street No. 21, Guntung Paikat Village, South Banjarbaru District. The results of this study show that the determination of tuition fees (SPP) in Integrated Pre-School Husna Banjarbaru is still using traditional methods and the calculation results still do not give an accurate picture of the cost of education. By using Activity Based Costing (ABC) based costing, it can be seen that the determination of tuition fees is more accurate.

QUESTIONS FOR STANDARDS OF CONNECTED SPEECH DEVELOPMENT FOR SENIOR PRE-SCHOOL CHILDREN

This article presents the final results of the State educational standard of preschool education of the Republic of Armenia in the field of “speech and communication”, concerning older preschoolers, language and communication abilities. Taking into account the requirements of skills and final results, we tried to analyze approaches, methods and forms of speech development of a child in modern preschool didactics. Coherent speech of preschoolers includes two important components: dialogue and monologue, the development of which is extremely important in the process of development of the child’s personality. It’s no secret that coherent speech is an important indicator of a child’s development, an important prerequisite for preparing for school. In the educational process of kindergarten, along with all program components, speech development occupies an important place. In addition to specially organized classes on speech development, in all classes held in kindergarten, great importance is attached to the development of coherent speech, considering it a necessary condition for the comprehensive development of the child. Nowadays, when a child is in an active environment that is almost not controlled by adults, he has a variety of problems with the development of speech. Preschool educational institutions, in fact, are alone against these problems and should arm themselves with modern methods and technologies to make up for the omissions in the process of developing a child’s speech.

INTEGRATIVE EDUCATIONAL EXERCISES IN PRE-SCHOOL EDUCATION INSTITUTIONS AS A MAIN TOOL FOR THE DEVELOPMENT OF CHILDREN'S SPEECH

Mother tongue teaching is a matter of great pedagogical importance in preschool educational institutions. The role of mother tongue teaching in the general education system is extremely important in determining the level of thinking of children and ensuring its development path. In mother tongue classes, children exchange ideas based on their knowledge, look for appropriate words to express their ideas correctly, clearly, and fluently, and try to use the words they find in their active vocabulary. Integrative exercises are the best technology for developing the speech of preschool children. This means that children are not passive in the learning process, but actively interact with concrete materials and people around them. Training based on active learning methods differs from traditional training. These exercises allow children to act freely, and at this time they have the opportunity to demonstrate all their knowledge, skills and talents.

THE EFFECT OF SOCIO-EMOTIONAL LEARNING ON THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE

Socio-emotional learning has become one of the most important areas of research in the theory and practice of psychological science. Although not much time has passed since the formation of socio-emotional learning, a lot of experience has been collected in the fields of theoretical and applied research, and it is known that socio-emotional learning has a direct impact on the development of emotional intelligence. Studies prove that regardless of IQ level, students face serious failures in the future because they do not have enough time to develop emotional intelligence. The most favorable project supporting the development of emotional intelligence is socio-emotional learning. Unfortunately, since socio-emotional learning is still emerging, there is no rich literature on it. However, the demand for the development of emotional intelligence and the support of socio-emotional learning in the education policy of many countries led to conducting extensive research on this project and achieving successful results. The work carried out by psychologists shows that there is great potential to make work more active in the country. In particular, we are talking about the activities of pre-school educational institutions, secondary schools and higher educational institutions.

Теоретико-методические основы эксперимента по формированию этнической картины мира дошкольников

The paper reveals the content of the subject-object field of the experiment conducted on the basis of preschool educational institutions in Vladikavkaz, aimed at the formation of ethnocultural awareness of children. The specification of the target installation and the main tasks of the experiment was carried out. The levels of formation of informational-cognitive, emotional-value and effective-practical criteria of ethno-cultural education of older preschoolers at the ascertaining stage of the experiment are determined.

Формирование этнокультурной модели развития российского дошкольного образования

The paper considers the issue of strengthening the ethno-cultural component in the educational and educational process in the system of preschool educational institutions. Based on the generalization and systematization of scientific data, proposals for the formation of an optimal model of ethno-cultural education are formulated.

Spatiotemporal Changes and Influencing Factors of Hand, Foot, and Mouth Disease in Guangzhou, China, From 2013 to 2022: Retrospective Analysis.

In the past 10 years, the number of hand, foot, and mouth disease (HFMD) cases reported in Guangzhou, China, has averaged about 60,000 per year. It is necessary to conduct an in-depth analysis to understand the epidemiological pattern and related influencing factors of HFMD in this region. This study aims to describe the epidemiological characteristics and spatiotemporal distribution of HFMD cases in Guangzhou from 2013 to 2022 and explore the relationship between sociodemographic factors and HFMD incidence. The data of HFMD cases in Guangzhou come from the Infectious Disease Information Management System of the Guangzhou Center for Disease Control and Prevention. Spatial analysis and space-time scan statistics were used to visualize the spatiotemporal distribution of HFMD cases. Multifactor ordinary minimum regression model, geographically weighted regression, and geographically and temporally weighted regression were used to analyze the influencing factors, including population, economy, education, and medical care. From 2013 to 2022, a total of 599,353 HFMD cases were reported in Guangzhou, with an average annual incidence rate of 403.62/100,000. Children aged 5 years and younger accounted for 93.64% (561,218/599,353) of all cases. HFMD cases showed obvious bimodal distribution characteristics, with the peak period from May to July and the secondary peak period from August to October. HFMDs in Guangzhou exhibited a spatial aggregation trend, with the central urban area showing a pattern of low-low aggregation and the peripheral urban area demonstrating high-high aggregation. High-risk areas showed a dynamic trend of shifting from the west to the east of peripheral urban areas, with coverage first increasing and then decreasing. The geographically and temporally weighted regression model results indicated that population density (β=-0.016) and average annual income of employees (β=-0.007) were protective factors for HFMD incidence, while the average number of students in each primary school (β=1.416) and kindergarten (β=0.412) was a risk factor. HFMD cases in Guangzhou were mainly infants and young children, and there were obvious differences in time and space. HFMD is highly prevalent in summer and autumn, and peripheral urban areas were identified as high-risk areas. Improving the economic level of peripheral urban areas and reducing the number of students in preschool education institutions are key strategies to controlling HFMD.