The relevance of this article is that quality of life, which would ensure the development of modern society, can be achieved only when creating the certain conditions of education that will not harm the health of children and young people and will be used to preserve and strengthen the formation of health. This requires that the teachers use the original approaches in education which is based on self-preservation. In this context the formation of a responsible attitude to their lives and health of the growing generation is one of the main directions of the teacher. In order to create the quality conditions of a modern technology of self-preservation, the research of a definite problem is nessecary. The aim of this article is to analyze the historical achievements and selection of the current ideas of improving the work of the teachers in the use of self-preserving technology in the educational space. The author draws attention to the fact that to improve the culture of the children’s health, education desire to be healthy and improve their academic achievements at the same time, requires a systematic approach and the basic concepts of health. These principles historically defined. They are the principles of healthy eating (fasting regimes, ease of preparation, variety, high biological value of food), culture movement (the development of physical endurance, agility training, mutual aid, overcoming mental stress, creating a cheerful mood by mobile games and dances), the principle personal hygiene (bathing rituals babies swimming in water), use healing properties of the sun and air (sleep outdoors, walking barefoot). Today education and health are mutually reinforcing components of the success of the stakeholders. However, the research findings prove that the traditional system of education aimed at the acquisition of knowledge and information, the formation of life skills,the insufficient level of training children for independent living, motivation for a quality of life reaches a high level and does not meet the modern requirements. This necessitates a qualitative research problem of self-preservation. In this regard the abovementioned problem remains the subject of the psychological and pedagogical research scientists.
In the article the content and structure of the model of readiness of primary school teachers to introduce technology for survival in professional activities, built through theoretical researchesof the problems of primary school teachers’ readiness to form self-preserving skills in younger students in educational activities, the semantic aspect of the model of primary school teachers’ readiness to introduce technology into professional self-preservation activities, a brief description of the purpose and course “Fundamentals of care for children and adults” are presented. The survey method and the method of Socratic conversation are used. Definition of perspective directions of our research is inextricably linked to objective assessment of the real state of the methodological work of secondary school teacher to self-preserving activity. High level of readiness of primary school teachers to introduce technology requires consideration of the principles of self-preservation: emotion, accessibility, systematic, consciousness, activity, clarity, and individually oriented approaches. Thus, the willingness of the primary school teachers to implement technologies for survival –the system of a complex structural motives, traits, attitudes, a particular interest in the organization of work, professional knowledge, skills and experience. The integrity of the system is determined by the full development of each component, i.e.mutually caused bythe unity of affective, cognitive and technological components in the structure of the elementary school teacher’s readiness to corresponding activity. The above mantioned structure of the primary school teachers’ readiness continue to be treated as a continuous process of professional activity as nucleation stage in the educational space of Ukrainian innovative model of elementary school teacher who is willing to enhance his/her health culture, fluent technique and organization of cognitive, environmental, rehabilitation, psychotherapy and communication of junior pupils in the special conditions of the natural and social environment.
The results of international projects and programs, national public documents, scientific papers, which represent the essence of the concept of «social competence» were summarized in the article. The analysis made it possible to conclude that the concept of «social competence» is multidimensional and has many interpretations that reveal its essence according to the aspect chosen by the scholar. Scientists distinguish its meaning in the broad and narrow sense. It was established that the studied competence is treated as integrative characteristics of the student’s personality, which is a system-building one in its structure and is represented by the key elements of competence. Taking into consideration the generalization, our own definition of the term «social competence of the primary school student» was represented as the education component in the structure of its core competencies, that reflects variable combinations of values, knowledge, skills, abilities and personal qualities to ensure the child’s activity in a subject-subject interaction with the socio-cultural reality and, as a result, formation of interior social experience of the personality. The analysis of the researched competence structure shows that a lot of scientists agree with the opinion that key aspects of components definition are the following ones: motivational, cognitive, behavioral and reflective. The analysis of foreign and domestic research made it possible to make generalizations about the structure of social competence of the primary school children and features of its manifestation. Based on scientific and methodological works of the researchers the signs of formation of motivational, cognitive, active and reflective components of social competence of the modern primary school children were generalized . On the basis of reasonable structure of the generalization of the level apparatus of similar studies it was determined that in order to make its objective assessment it is necessary to use four-level estimation of its formation degree: low (reproductive), average (situational), sufficient (productive), high (active). It is proved that the represented combination of values, knowledge, skills and abilities to ensure the child’s activity in a subject-subject interaction of socio-cultural reality, is variable and depends on age, individual characteristics of students and socialization environment, that’s why it may be supplemented or changed.
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