Socio-pedagogical Problems Research Articles

Higher inclusive education for persons with special educational needs as a socio-pedagogical problem

Higher education is one of the most effective ways of organizing life. It gives freedom of life choice, spiritual and material independence, forms a worldview and life goals, develops a person's ability to adapt to a changing social situation, gives life resilience and harmonizes existence, which is especially important for young people with disabilities.

Hyperactive behavior of preschool children as a socio-pedagogical problem

Hyperactive behavior of preschool children as a socio-pedagogical problem

Socio-pedagogical problems of formation of a child's personality in an incomplete family

The article describes the pedagogical, psychological, social and economic problems in a defective family, ways to overcome the problems in a defective family. According to the Pew Research Center1, the largest number of single-parent families in the United States is at 23%. In France and Russia - 18%, Great Britain - 21% of single-parent families. And in China and Vietnam, the number of single-parent families is 3–4%. In an incomplete family, negative feelings in most cases are the transition during life from mother to child. Studies have argued that most women who are chronic have pedagogical, psychological, economic, social, spiritual, and physiological difficulties. In such families, in most cases, the help of generations of mature age -grandfathers, grandmothers, who make their sufficient contribution to the full performance of such a function as material security.

THE IMPORTANCE OF DEVELOPING COMMUNICATION SKILLS IN PRESCHOOL CHILDREN

The article describes the problem of forming communication skills of preschool children. In the context of updating the content of education, the problem of forming communication skills is an urgent socio-pedagogical problem, which means that the positive solution of the level of education of children, the effectiveness of interpersonal interaction with teachers and peers and, in general, the social adaptation of children depends on social teachers. The analysis of key theoretical ideas and personal concepts in the formation of communicative skills of preschool children in relation to each other was carried out. The article considers the socio-historical concept of individual concepts" communication"," communication skills", the grouping of components of communication as activities, the analysis of components of communication activities, communication skills, and communicative abilities. The authors note that during the formation of communication skills, children of age have a need for situational business communication with peers. Joint game activity exists as the content of communication, there is a need for respect and respect from peers. Expanding the circle of communication requires the child to fully master the means of communication, the main of which is speech. At the same time, the components of communication were grouped as communicative activities, and the actions in which the action of communicative skills is carried out, and the components of communicative abilities were considered.

Особливості професійної підготовки вчителів інтегрованого навчання у вчительських колегіумах Польщі

The article, based on a systematic analysis of the legal framework on pedagogical education and the practice of training teacher candidates (pre-service teachers) for the implementation of integrated education in grades 1–3 of primary school in Poland, highlights the role and place of teacher preparation collegiums in preparing educators to solve this socio-pedagogical problem between the 90-th of the 20th and early 21st century. The purpose and tasks of training teacher candidates for integrated teaching in full-time vocational education institutions have been analyzed in accordance with the social requirements and challenges of the modern labor market. The expediency of teacher training in two specialties simultaneously has been revealed - the combination of the specialty of an integrated teacher with the specialties of a preschool teacher, a music teacher, foreign language teacher, and a speech therapist. It has been found out that this approach expands employability and increases the effectiveness of professional and pedagogical activities. The importance of psychological and pedagogical disciplines and field-based teaching practice for the formation of a teacher candidate’s mastery in integrated teaching in grades 1–3 has been substantiated. It has been proved that teacher preparation collegiums have developed original concepts of education that are significantly different from the theoretical and philosophical model of university education, meet the requirements of the labor market and provide their graduates with prospects in professional and pedagogical activities in the field of integrated primary education.

Contemporary Issues of Social Pedagogy in Greek Primary School

This article highlights the socio-pedagogical role of the school through the perceptions of schoolteachers who work in Greek elementary school, which are related to social pedagogy. The results of our research follow the literature review on socio-pedagogical issues. For the research process, a research tool (questionnaire) was developed to examine the extent to which each identified socio-pedagogical problem concerns teachers. The survey was completed by 225 teachers of all specialties, most of them primary school teachers. As a result of their responses, teachers are largely confronted with students’ behavioral problems, problematic communication between school and family, child abuse and neglect, and differences in the specific learning needs of children. It is proposed to focus the socio-pedagogical research on all of the above in order to strengthen teachers in their work.

ПОЗИТИВНАТА ОБРАЗОВАТЕЛНА СРЕДА В ПРОГРАМАТА ЗА ТРЕНИРАНЕ НА УСПЕШНИ УЧИТЕЛИ НА Д-Р ТОМАС ГОРДЪН

Dr. Thomas Gordon’s Teacher Effectiveness Training Program has its own traditions, but at the same time offers alternative methods of communication between teacher and student that helps to establish a positive educational environment. There are too many socio-pedagogical problems that teachers encounter on a daily basis in their practice and most of them are related to problems in communicating with children, inability to overcome conflicts on both sides, deficits in family education. The workshop offers Dr. Thomas Gordon’s method for dealing with unacceptable behavior of students (learners) helps creating a productive learning environment in which lasting results are achieved. Through practical exercises and entering into different roles, set in the teaching methodology, teachers are able to respond properly to conflict situations, reduce barriers to communication, acquire alternative skills to quickly reduce stress and effectively solve problems in their pedagogical practice. The article will also analyze the results of a survey.

Self-Reflection as a Tool for the Formation of Information Culture Foundations of Preschool Children

Objective: The study aims to clarify the essential and urgent socio-pedagogical problem of preparing the young generation for life in the actively developing information society. Background: At preschool age, the elements of information reflection are expressed in the ability to flexibly respond to information changes and the ability to reason and comprehend the conditions and results of cognitive activity. The most important requirement in the formation of self-reflection of a preschooler is a critical attitude to information which begins with obtaining the information and ends with the adoption of a conscious decision, the formation of one's own attitude. Method: The primary method of research in the article is the study of literature on the research problem, and a method of analysis, which allowed to assert that self-reflection is an important element of information culture of a preschooler. Results: The authors singled out and described, pedagogical conditions of formation of foundations of information culture of children of senior preschool age directed at the creation of the developing information and cultural environment as communicative and creative space in preschool educational establishment; substantiation of cognitive interest as a fundamental component of stimulating creative and search initiatives of a child; orientation to the personally significant attitude of a preschooler to the process of formation of the information culture foundations. Conclusion: The research conducted by the authors allowed to assert that self-reflection is an essential element of the information culture of a preschooler.

THEORETICAL ASPECTS OF THE DEVELOPMENT OF COMMUNICATION SKILLS IN OLDER PRESCHOOL CHILDREN

This article is devoted to the theoretical aspects of the development of communication skills of preschool children. In modern conditions of updating the content of education, the problem of developing communication skills reaches the level of an actual socio-pedagogical problem, since its solution largely depends on the success of children's learning; the effectiveness of interpersonal interaction with teachers and peers, and in General - the social adaptation of children. The article discusses the main concepts related to children's communicative development, components of communication skills, and a retrospective analysis of the formation and development of the concept of "communication", "communication", and "communication skills"

Children’s carefulness: socio-pedagogical problem and ways to overcome it

Children’s carefulness: socio-pedagogical problem and ways to overcome it

The competence of parents raising a child with special health needs

The topic of the research covers socio-pedagogical problems of formation of significant parental competencies required for effective development of children with disabilities, including intellectual impairment and multiple types of mental deficiency (moderate, severe, profound mental retardation – F 71, 72). This article is the review of the parental competence structure and its distinctive features, it defines the characteristics that lead to deformation of competency comprising rejection of a child with developmental difficulties, hyperprotection, misunderstanding the patterns and uniqueness of personal development of children with special health needs, the narrowness of the applied influencing methods, and analyzes the conditions for guiding parents raising children with disabilities. A few conditions are highlighted among the main terms. They cover the support in understanding the level and state of parental knowledge, pedagogical and psychological competence; and the professional culture of team interaction of all subjects included in the educational process of the educational organization. The importance of persistent accompaniment as the basis for modeling the parental competence is substantiated in the research.

FORMING GEOGRAPHICAL COMPETENCE OF STUDENTS IN CONDITIONS OF DISTANCE TEACHING

The article considers topical issues related to the process of forming student’s geographical competence, which they will receive by digital technologies through distance learning. Modern man lives in an information society, and for this he must have all the necessary tools, because a person who does not have information technology is deprived of one of the adaptive mechanisms of a dynamic society. Today the problem of education concerns not only the formation of subject competencies in schoolchildren, but also the development of human information culture through the formation of digital competence. The article describes the conducted pedagogical research, which revealed the advantages and disadvantages of distance learning of geography in modern conditions of long-term quarantine caused by covid-19. Among the specific socio-pedagogical problems, the central one of them is the contradiction between the growth rate of knowledge in society and the limited opportunities for their assimilation by the individual. The answer is the content of the article.

Проблема виховання дітей з особливими освітніми потребами в умовах сім’ї та освітніх установ

The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.

The Model of the Spirituality of Upbringing in the Dimension of Modern Paradigmatic Shifts

The article presents the authors’ position on the possibilities of using the concept of the spirituality of upbringing as a model that can become an effective basis in creating the latest paradigm of education. This makes it possible to solve the cultural-educational and socio-pedagogical problems that exist in modern higher education and are actualized in the era of globalization. It helps to return to higher education its status of the center of the forming of the spirituality of people on the principles of cultural-creative self-development and self-realization. The article also reveals conceptual foundations of the considered model, which are presented as vectors that stipulate the introduction of the phenomenon of the spirituality of upbringing into the educational practice of both, the higher education and education in general, by the subjects of the educational process. Particular attention is given on the outlining and substantiating of a fragment of the modern educational reality - the spirituality of upbringing as a phenomenon that is being transformed by the subjects of the upbringing process here and now, and reflects the becoming and maturity of each participant of this process and his role as a subject of the social environment. It determines and systematizes the development of the modern democratic culture of society. The introduction of the concept of spirituality of upbringing into the modern educational space as a model of the newest paradigm of education enables practical implementation of the phenomenon of the spirituality of upbringing - the inspiring of the environment, which is being transformed by the subjects.

SOCIAL EDUCATION - AS A CONCEPTUAL BASIS OF THE UKRAINIAN EDUCATIONAL AND EDUCATIVE SYSTEM (20-30’s of the XX century)

The article reveals the main approaches of educational figures, government officials, scientists to the definition of the essence of social education in the 20's and 30's of the 20th century in Ukraine. The research showed that Ukrainian creators of the system of social education I. Grin'ko, J. Ryappo, M. Skrypnyk, O. Popov, V. Durdukovsky, I. Sokoliansky, O. Zaluzhnyi, V. Arnautov and others in their theoretical work revealed social education from different approaches and definitions of system-forming lines: defined social education as a system of education in general; as a upbringing based on social forms of life; recognized that: in the process of social upbringing the child is socialized, social skills are formed; the success of social education depends to a large extent on a wide range of forms and methods of work in a specially organized socio-pedagogical environment; an important place in the socialization of the child belongs to the educational capabilities of the children's team. All these approaches were considered as the conceptual (theoretical) foundations of educational work in children's educational institutions of different types in the context of the policy of creating their own national educational system. The scientific search has confirmed that the legal and regulatory framework of the Ukrainian social welfare was developed and adopted, in particular, the Declaration on the social upbringing of children (1920) determined not only the peculiarities of the educational system in the 20's of the 20th century in Ukraine, but also the development of the theoretical foundations of pedagogy, which were aimed at solving socio-pedagogical problems in the country during the investigated period and are also relevant today. The research has shown that modern social problems (child homelessness, unemployment, crime) can be eliminated not only by socio-economic means but also by pedagogical ones as evidenced by the implementation of the concept of social upbringing in Ukraine in the 20-30's of the 20th century. Although this system as a whole was used mainly in the context of political and ideological influence on the younger generation, which led to its destruction. Social education in the second half of the 1930s loses priority, the further scientific search for its theoretical foundations ceases, and pedagogy becomes the way of solving new party ideological and political tasks. Key words: social education, educationa land educative system, theoretical foundations, conceptual foundations, socialization, social-pedagogical work. к андидат педагогічних наук, Богомолова М. Ю. Соціальне виховання – як концептуальна основа освітньо-виховної системи України в 20-х-30-х роках ХХ століття/ Херсонський державний університет, Україна, Херсон. Стаття розкриває основні підходи освітніх діячів, урядовців, учених до визначення сутності соціального виховання в 20-х – 30-х роках ХХ століття в Україні. Дослідження показало, що українські творці системи соціального виховання І. Гринько, Я. Ряппо, М. Скрипник, О. Попов, В. Дурдуківський, І. Соколянський, О. Залужний, В. Арнаутов та інші у своїх теоретичних напрацюваннях розкривали соціальне виховання з різних підходів і визначень системоутворюючих ліній, визначали соціальне виховання як систему виховання в цілому, як виховання, що базується на суспільних формах життя; визнавали, що у процесі соціального виховання дитина соціалізується, формуються її соціальні навички. Успішність соціального виховання у великій мірі залежить від широкого спектру форм і методів роботи у спеціально організованому соціально-педагогічному середовищі. Важливе місце в соціалізації дитини належить виховним можливостям дитячого колективу. Усі ці підходи розглядалися як концептуальні (теоретичні) основи освітньо-виховної роботи в дитячих навчальних закладах різного типу в контексті політики творення власної національної освітньої системи. Науковий пошук засвідчив (підтвердив), що розроблена й прийнята нормативно-правова база українського соцвиху, зокрема «Декларація про соціальне виховання дітей» (1920) визначала не тільки особливості освітньої системи в 20-х роках ХХ ст. в Україні, а й розвиток теоретичних основ педагогіки, які були спрямовані на вирішення соціально-педагогічних проблем у країні в досліджуваний період і актуальні й сьогодні. Робота над темою показала, що сучасні соціальні проблеми (дитяча безпритульність, безробіття, злочинність) можуть бути усунені не тільки соціально-економічними засобами, а й педагогічними про що свідчить реалізація концепції соціального виховання в Україні в 20-х – 30-х рр. ХХ ст. Хоча ця система в цілому використовувалася в більшості своїй в контексті політико-ідеологічного впливу на підростаюче покоління, що і привело її до руйнації. Соціальне виховання в другій половині 30-х років утрачає пріоритетність, припиняється подальший науковий пошук його теоретичних засад, а педагогіка стає на шлях розв’язання нових партійних ідеологічних і політичних завдань. Ключові слова: соціальне виховання, освітньо-виховна система, теоретичні засади, концептуальні основи, соціалізація, соціально-педагогічна робота.

The Comprehensive Study of Undergraduates as the Method of Analyzing the Multidimensionality of the Current Socio-Pedagogical Problems of Childhood

The Comprehensive Study of Undergraduates as the Method of Analyzing the Multidimensionality of the Current Socio-Pedagogical Problems of Childhood

PREVENTIVE COMMUNICATIVE WORK WITH TALE IN CHILDREN FROM PRIMARY SCHOOL AGE TO REDUCE AGGRESSION

Prevention of aggression is carried out by reading the children from the professor of a story of a preventive nature. The tale is selected to analyze children's illustrating examples and lessons for their similar problematic situations in which they have fallen. The discussion about the relationship of the characters in the fairy tale, namely in a preventive way, relates to the speech, gestures and behavior of the characters. It is the principle of communication in which there is an exchange of information between two and more persons and the broad philosophical-anthropological notion of "form of intercourse", of action and process, which results in the observation of certain results, namely an expression of the view that the relationship between children and the analysis of the behavior of the characters in the particular tale can lead to the adequate decoding of cognitive behavioral signals in intercourse as a desire for mutual understanding and interaction. Thus, in practice, students learn to rely correctly on behavioral and communicative signals in the process of intercourse feedback. Consequently, at the level of primary prevention of aggression, their aggressive responses will be significantly reduced in a similar context of a problematic situation, exemplified in the chosen story. The preventive discussion is based on previously prepared criteria and indicators which subsequently provide the opportunity to show both children adequate approaches to communication, and to distinguish specifically the children's gaps in intercourse, prompting them to aggressive behavior. Consequently, the experimental study dissociates the following term: "cognitive dismoderate intercourse", namely the incorrect decoding of behavioral signals, is a major socio-pedagogical problem that accompanies aggressive behavior in children. However, cognitive dismoderate intercourse (intercourse where there is no adequate understanding of the current situation due to the inappropriate refraction of "cognition" in the intercourse process) is dictated by a misunderstanding between the communicating individuals and leads to disharmony in their relationships, which besides alienates one another but stops the adequacy of their reactions in problematic situations. In this way, the only way for children to get out of the problematic situation remains the aggressive reaction. There is a cognitive preventive interaction between the awareness of the problematic situation leading to aggression through an objective analysis of the real situation.

PSYCHOLOGICAL READINESS OF FUTURE PEDAGOGUES TO SOCIAL-PEDAGOGICAL ACTIVITY

The article analyzes the concept of "psychological readiness", highlights the scientific position of the authors regarding its explanation, reveals the main components of the psychological readiness of future pedagogues for socio-pedagogical activities, namely professional consciousness, professional competence, professional activity, professional autonomy. Thus, professional consciousness is considered in the article as an awareness of the importance of own profession at the individual level, and then on the public one. The authors note that a future specialist should clearly understand the value of professional activity personally for him/her, to correlate it with his/her life dreams, needs (material and spiritual). Professional consciousness builds the foundation of professional competence, which is understood as the ability of a person, determined by the requirements of a particular labor activity in two criteria: successful mastery of the profession and the degree of personal enjoyment from the work. Also, the authors prove the necessity to develop an individual professional style for future pedagogues, which involves the uniqueness of the combination of individual features, opportunities, attitudes, insights of professional activities, their own professional preferences. Special attention in the article is given to create the conditions in which the student would show a professional activity, get new knowledge and transform into his own professional experience. The authors call such conditions the provision of opportunities to participate in volunteer activities in various organizations that solve socio-pedagogical problems, participation in international and domestic projects, organizations, student associations, etc. The authors also indicate the professional autonomy as an obligatory component of psychological readiness, which is based on knowledge of their duties, rights, principles of activity, legislative acts regulating professional activity and the ability to realize their own rights.The importance of future pedagogues' preparation not only for pedagogical, but for social-pedagogical activity and the priority direction of such preparation is the formation of their psychological readiness for the realization of the professional activity is emphasized. It is noted that social and pedagogical activity is an integrated term, which includes different aspects of many branches of science and spheres of life, then the process of formation of psychological readiness for this type of activity should be considered on the basis of the principle of integrity and activity of the individual using the entire potential of the environment.

ПРОФЕССИОНАЛЬНОЕ РЕМЕСЛЕННОЕ ОБРАЗОВАНИЕ КАК СОЦИАЛЬНО-ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА

ПРОФЕССИОНАЛЬНОЕ РЕМЕСЛЕННОЕ ОБРАЗОВАНИЕ КАК СОЦИАЛЬНО-ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА

Foreign Experience in Mastering Medical Professional Terminology by Foreign Students at Medical Universities

Abstract Professional broadcasting of future medical foreign workers in the medical sector is a compulsory component of their professional readiness. The diversity of professional broadcasting functions of foreign students, the skillful use of the entire range of speech functionality, its external expressive attributability of speech; these are the most important means of medical skills, which are achieved by training at preparatory faculties. The purpose, principles, approaches, content and structure of the program that realize the concept of Ukrainian-language training of foreign citizens in Ukrainian universities have been described. Comparative analysis of the curriculum on studying Ukrainian, Russian languages by foreign students in CIS countries has been conducted. It has been shown that the program meets the requirements of the General Education Standards in the Ukrainian language as a foreign language, the All-European Recommendations on Language Education and defines the levels of language and communicative competence of foreign students for the main types of speech activity: speaking, listening, reading and writing. The program provides the students with communicative needs in everyday life, educational, professional, socio-cultural, educational and scientific spheres and the formation of a communicative competence that will contribute to the formation of the linguistic personality of a future specialist. The analysis of professional broadcasting of future foreign medical workers as a socio-pedagogical problem has been carried out. The importance of mastering professional speech as an obligatory part of professional readiness of foreign students-physicians has been singled out. The efficiency of the methodical system for implementation pedagogical conditions in the process of studying at preparatory faculties in medical universities has been analyzed. All material has been tailored to meet the goals and objectives defined by the cognitive and professional needs of foreign students.