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1

ОСОБЛИВОСТІ ВИКЛАДАННЯ СУСПІЛЬНО-ІСТОРИЧНОГО МАТЕРІАЛУ РОЗУМОВО ВІДСТАЛИМ УЧНЯМ У 20-Х – НА ПОЧАТКУ 30-Х РОКІВ ХХ СТОЛІТТЯ

100%
Косенко Ю.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 2(46)
131-138
EN
Since 1918 the Soviet authorities organized for mentally retarded children special schools. The new government abolished history as an independent course from the list of courses of school education. History replace various school subjects such as «Knowledge about the country», «Social Science», «Knowledge about the life», «Ethnology». Under the new program children were taught the laws of socialist revolution and the Soviet system, formed an idea of the historical process as a history of the people, their hard work and struggle for a better life. At this time in a special school actively implemented elements of social and political education of mentally retarded children by involving them for a revolutionary celebrations and meetings with participants of revolution and participants of the events of the Civil War. Much attention is paid to correction schools study regional history as the basis for development of students’ patriotism and love for their land and homeland. Mentally retarded children organized tours and meetings with various professions, which introduced a production process of local enterprises, equipment, terrain and its natural resources and more. Studying the problem of teaching methods of social and historical material in the special school, its hould benoted that in the 20th of the last century teachers practically did not consider individual cognitive capabilities of each child. In 1925 were introduced the new comprehensive training programs. Teaching material was composed of studies about their native land and was associated with seasonal pictures of nature and work of the people at that time.There has been introdeced some historical information for a better understanding of our children. The leading methods of work in this period were: visual method, labor, sightseeing, independent work and dramatization method. During the 20 – early 30 of XX century specials chools gradually become like the rest of the schools, and its specific function – to overcome the failure of children with mental retardation was partially destroyed. In 1932, special school becomes seven-year. Among the list were school courses and social sciences. According to the People's Commissariat of Education, a program of social sciences should contribute actively to the raise of the overall level of mentally retarded children, strengthen political awareness of mentally retarded children prepare children for feasible participation in the construction of a socialist society. The content of the course «Social Science» offered children to study such questions as the origin of man, primitive communism, the development of the family. Great difficulties in the assimilation of social science have been linked to the lack of textbooks. Thus, in the first years of Soviet power was not the only way the problem of teaching mentally retarded students history. Programs and textbooks that were used until 1917, were canceled, and the course of history was reorganized and integrated with other training courses.
2

ТРАДИЦІЙНА ГРА В ІНКЛЮЗИВНІЙ ОСВІТІ: ВІД АНАЛІЗУ ПЕДАГОГІЧНИХ МОЖЛИВОСТЕЙ – ДО ВПРОВАДЖЕННЯ У ШКІЛЬНУ ПРАКТИКУ ЦЕНТРАЛЬНОЇ РОСІЇ ТА УКРАЇНИ

51%
Репринцева О., Леонова О., Кудрявцева М., Косенко Ю.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 3(47)
36-53
EN
Based on the analysis of philosophical-anthropological and cultural concepts as well as the main theoretical approaches of the Russian and Ukrainian pedagogy, the pedagogical possibilities of traditional folk games in the correction of mental, physical and overall development of children with disabilities in the terms of inclusive education are defined in the article. The authors have presented the most common characteristics of the traditional folk games of Central Russia and Ukraine in the terms of their potential in addressing the challenges of inclusive education for children with disabilities. The statement of the problem of studying the pedagogical possibilities of popular games in inclusive education is the need to analyze a variety of the approaches to the study of this phenomenon especially the ethnopedagogical aspect. Among the existing scientific publications of the late twentieth and early XXI century a special place is occupied by the N. I. Cooper, V. F. Dashivets, K. D. Chermit, Y. K. Kuprina, N. H. Hakunova who presented a brief description of the means, forms and methods of education of Adygea and Kuban Cossacks; N. N. Egovtsevoy and A. V. Black, revealed the capabilities of traditional games of Don and Kuban Cossacks; H. F. Arnautova, H. K. Bairamkulov, G. G. Kohidze, N. K. Kuprinoy, M. Z. Magomedova, M. A. Elmurzaev showed polyfunctionality of the folk games as a means of physical, intellectual, mental, ethnocultural education of the peoples of the southern regions of Russia, the Caucasus, Stavropol and Krasnodar Territory. The chosen approaches are deep theoretical research in the study of the theory of the traditional folk games; however, so far the pedagogical potential of traditional games in inclusive education in Russia and Ukraine has not been studied sufficiently. The traditional game is an effective means of socialization of a child with disabilities including both socially controlled processes deliberate action on the formation of personality, learning children knowledge, cultural values and norms that characterize a society or a particular social community (peer group) and natural spontaneous processes affecting the formation of man. In the synthesis of understanding a child’s wealth of folk culture and identifying themselves as part of the team reflects the socio-pedagogical purpose of the traditional game. The scientists investigating the nature and content of the traditional game have noted that due to popular wisdom such games, in which all children, despite their existing developmental disabilities realize their interests and needs, establishing friendly contact with peers (driving round dance where to take all comers) have been invented Visually impaired children can participate in the games where the rules need to tie or turn a blind eye: hide and seek, «pot», «Without salt», «Strokach». Children with hypoplasia of the musculoskeletal system may become parties to such folk entertainments as «lame fox», «Fight of roosters», tag on one leg, hide and seek on one leg, «Road to flog», «Opanas», «I’m a burning-oak», «Sovonka» and others. These and other traditional games are aimed at the development of tactile, auditory analyzer, coordination, speech apparatus, building skills and other joint actions. They do not aggravate the discomfort of a child with limited possibilities of health, but rather awaken his potential by performing a compensatory function. With a proper and consistent leadership of a teacher the traditional game is becoming an important tool for Correction and Development of inclusive education. Using the gaming activity based on the folk traditions can effectively solve the problem of general and hand motor skills, sensory-perceptual activity, promote social adaptation of children with disabilities, form in healthy children humane attitude towards the weak, the infirm peers. The traditional games ascribe a child with limited possibilities of health to culture, history and traditions of the society in which he lives, and in normal children form a tolerant attitude toward peers with special needs. During the research the possible prospects for further research on the willingness of the teachers to implement pedagogical possibilities of the traditional games in the inclusive practice of pre-school, school and vocational education are identified.
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