Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 14

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  cognitive activity
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

НАСТУПНІСТЬ ПРИ ФОРМУВАННІ ДОСЛІДНИЦЬКИХ УМІНЬ З МАТЕМАТИКИ

100%
Швай О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
457-463
EN
Students’ research work is one of the most important methods of preparation a qualitatively new specialists. The purpose of the article is to consider some aspects of succession during formation of the research skills of pupils and students. Methods of investigation – theoretical analysis of the literature, studying and generalization of progressive pedagogical and own working experience at school and university, pedagogical experiment. Different interpretations of a concept «succession in studying» are analyzed in the article. It is established that the research work of the higher school students is a specific kind of cognitive activity that uses educational research as a principal means of achieving educational results. On the basis of successful formation of students’ and pupils’ research skills lies the succession in mathematical education, in forms and methods of teaching. It is stated that forming of research skills should be carried out gradually, with taking into account age and psychological peculiarities of pupils and students. The importance of formation of students’ positive motivation to research work is justified by the author. Directions of educational research work with pupils and conditions that should be considered during choosing a theme for students’ research are highlighted. The main purpose of teachers in the first course is to include students in innovative process of creative research. The paper emphasizes the importance of the methods of creativity stimulating that provide gradual complication of research work of the first-year students, from the first studying months. Appropriate techniques of such stimulation are highlighted. Practical significance of the investigation is that the suggested methodological approaches may be actively used by school and university teachers for increasing the effectiveness of research skills’ formation in mathematics. Prospects for the further research are connected with working out of innovative educational technologies of interaction «School – University».
2

ПІЗНАВАЛЬНА АКТИВНІСТЬ ЯК ЗАСІБ ФОРМУВАННЯ ЗВ’ЯЗНОГО МОВЛЕННЯ В ДІТЕЙ З ІНТЕЛЕКТУАЛЬНИМ НЕДОРОЗВИНЕННЯМ

100%
Тарасова В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
192-199
EN
The article notes that the problem of implementation of the potential of children with mental retardation, their social adaptation to life, becomes increasingly important in Ukraine in connection with a tendency to increasing the number of children in this category and the small number of studies on the issues of education and upbringing. For a long time the children of this category were considered incapable of learning. In modern scientific literature raises the question of implementation of the potential of these children in the educational activity, the possibility of integrating them into society. One of the incentives for the development of connected speech, including in the form of communication and dialogue, is the activity of the child, due to his natural information needs of reality based on existing experience. From this perspective, the promotion of cognitive activity may be one of the means of forming coherent speech at pupils with intellectual underdevelopment. Driving force, enabling active cognitive manifestations of children is cognitive interest. At present, the content of remedial work to stimulate cognitive activity as a means of forming a dialogue to be developed, and the problem of finding new effective approaches to diagnosis and formation of coherent speech via stimulation of cognitive activity becomes particularly relevant. Improving correctional-educational work should take into account the dynamics of psychiatric and personality of the preschooler. Early and targeted correctional and educational work carried out with children at an early agemaximizes adjust of their existing disorders and helps in the prevention of secondary personality disorders, more successful schooling of these children. The relevance and importance of the problem of speech disorders and their correction in children with intellectual underdevelopment is determined, above all, a close relationship between the processes of development of speech and cognitive activity of the child. Correction of speech disorders in schoolchildren with intellectual underdevelopment should be closely linked with the development of their cognitive activity, analysis, synthesis, comparison, generalization, abstraction.
3

ДИФЕРЕНЦІЙНИЙ ПІДХІД ПРИ ВИКЛАДАННІ ФІЗИКИ СТУДЕНТАМ НЕФІЗИЧНИХ СПЕЦІАЛЬНОСТЕЙ ПРИРОДНИЧОГО НАПРЯМУ

100%
Cалтикова А., Хурсенко С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
338-347
EN
The course of physics is perceived by the majority of students of nonphysical specialties as the discipline that has no attitude toward their future professional activity. Therefore due attention is not paid to its study. Absence of motivation results in the decline of cognitive activity of students and the quality of knowledge. For achievement of primary purpose of teaching it is necessary to use the differentiated approach that will provide the professionally-oriented teaching physics. Material of lectures, practical and laboratory workshops must demonstrate to the students the possibility of physics in the context of future professional activity. Physics plays an important role in the formation of the scientific worldview of students. During the study of physics the student should understand that in all its diversity surrounding material world is a unity. This unity is manifested primarily in the fact that all the phenomena, no matter how difficult they may seem, are the moving matter in different states and properties are have material origin. The unity of the world is also evident in the relationship of all the phenomena, the possibility of interconversion of forms of matter and motion. However, the unity of the world is manifested in the existence of some general laws of motion of matter (laws of conservation of energy, momentum, electric charge, the relationship of mass and energy and so on). The task of physics and other natural sciences is to identify the most general laws of nature and to explain on their basis specific phenomena and processes. Teaching physics to non-physical specialties of classical universities will be the most effective if the system of differentiation of teaching physics with regard to the future profession of the students will be implemented, namely:differential approach to the content of educational; extensive use of cross-curricular links of physics with related subjects; selection of appropriate forms of educational practice; taking into account individual characteristics and abilities of the students. This approach will promote a logically-structured, qualitative learning; provide the opportunity for students to receive new information, additional material, to form the ability to produce new knowledge and to instill the desire for self-knowledge acquisition.
4

ІМПЛЕМЕНТАЦІЯ КОНЦЕПТУАЛЬНИХ КАРТ ДЛЯ ПІДВИЩЕННЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ

86%
Лобачова І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
315-321
EN
The development and improvement of foreign language communicative competence of future specialists using concept maps created by them are studied. The essence of the term «foreign language communicative competence» and the ways to improve it are determined. The principles of the use of concept maps in learning a foreign language are characterized. And their role in increasing the English language communicative competence of students of higher schools is defined. It is concluded that the development of concept maps in English is an effective visual method of teaching that helps students to discuss any foreign topic and develop productive thinking. If the concept maps are created correctly and clearly they’ll become a powerful tool for students to achieve high-level cognitive activities. The concept map for a teacher is not just a learning tool, but also an ideal way to evaluate achievements and knowledge of students. When students create concept maps they repeat the concepts using their own words and compare wrong ideas and concepts. Teachers are able to see what the students do not understand, providing accurate, objective way to evaluate those fields of knowledge in which students do not fully understand the concept. Computer programming as Inspiration Software®’s Inspiration®, Kidspiration® and Webspiration Classroom™ contain all kinds of diagrams and this helps students to create concept maps easily and give opportunities to add new concepts and connect them as they want to do it. In addition, the program Inspiration, Kidspiration and Webspiration Classroom consist of various examples of concept maps, templates and lesson plans to show the user how the mapping and the use of other graphic organizers can be easily integrated into the curriculum to increase learning, understanding and writing skills. Students working with foreign language lexical material gain knowledge and acquire lexical skills to the development of language ones (through the formation of lexical skills). Studying certain English concepts, it is observed the development of student working skills with lexical material (the more operations are performed with the word, the better it is remembered, but it is primarily a prerequisite for further interactive communicative activity), after which they have the ability to use mastered lexemes in speech activity. Working with concept maps allows teachers to monitor students’ thinking process regarding specific English topics. The teacher can also find out the previous level of students’ knowledge and how they understand a foreign language material that are taught by proposing them to create the concept map in foreign language.
5

ПІЗНАВАЛЬНА АКТИВНІСТЬ ЯК ДИДАКТИЧНИЙ ЗАСІБ РОЗУМОВОГО ВИХОВАННЯ (за матеріалами часопису «Советская педагогика»)

86%
Цимбал-Слатвінська С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
280-286
EN
In the article, we accentuate the topicality of the idea of stimulating cognitive activity as a didactic means of mental education. We analyze a comprehensive approach to the problem of mental training in the pages of “Soviet pedagogy” and establish that educational impact on pupil carried the team considering his individual characteristics. Additionally, we consider the problems of mental development and suggest that effective cognitive activity and therefore mental, depends on the active search and practice, as they facilitate the development of mental activity. Stimulation of pupil’s cognitive activity and independence as a didactic means of mental education assign individualized incentives. We note the predominant role of moral incentives and minor role of other incentives do not provide a complete understanding of the versatility of the cognitive activity stimulating process as an important aspect of mental development and education of the individual. It is stressed that positive point in the works devoted to stimulation of the cognitive activity and intellectual development of students, is the allocation of the individualization of stimuli, but at the same time the mechanism of stimulation has not been revealed to full extent. It is also noted the predominance of the role of moral stimuli and the undervaluing of other types of stimuli that does not give a complete understanding about the versatility of the process of stimulating cognitive activity as an important aspect of mental development and education of the individual. We conclude that mental education problem was studied primarily in the context of a comprehensive harmonious development of person in the Soviet pedagogical theory and practice. In the pages of the “Soviet pedagogy” the important area of mental education is the stimulation of cognitive activity and independence. The mental education includes the mechanism of mental training, comprehensive study of teaching methods use and educational influence tools.
6

ІСТОРИЧНІ ВІДОМОСТІ ЯК ЗАСІБ АКТИВІЗАЦІЇ ДІЯЛЬНОСТІ СТУДЕНТІВ ІЗ ЗАСВОЄННЯ НИЗКИ ФУНДАМЕНТАЛЬНИХ ГЕОМЕТРИЧНИХ ІДЕЙ

86%
Антонюк О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
155-162
EN
The purpose of the article is to analyze the possibilities of mathematics’ history for activating students in mastering new geometric concepts, ideas and illustrate them by means of examples. The study used the following methods: theoretical analysis of a number of publications on the subject, synthesizing, deduction. The article refers to the need of increasing students’ cognitive activity for improving the educational process. The work aims to describe a row of aspects of cognitive activity formation by means of history of science. As a result of the analysis of a number of publications on the subject area there were highlighted problematic issues of didactic conditions development of the usage of historical information in the study of geometric disciplines. To illustrate the ability of this tool to increase the cognitive activity of students the article presents examples of biographical information and scientific heritage of R. Dekartes and N. Gulak. Philosophical and mathematical ideas of R. Dekart are as such to interest students and explain them the importance of the ideas of coordinating method of mathematics development. Works of N. Gulak are aimed at facilitating the realization of ideas of non-Euclidean geometry, to describe the role of Lobachevskyi in the appearance of a new hyperbolic geometry. In particular, the biography of N. Gulak with description of his participation in Cyril and Methodius Foundation, his courageous behavior during the criminal and judicial persecution, activities in exile and after, makes considerable emotional impression. Examples of the usage of history of science which are presented in the work eloquently testify to the power of its influence on the educational and training process. Thus, the use of historical material may be the reception that under thorough methodological preparation and systematic use is able to improve the educational process in general, have positive impact on the working atmosphere and students’ capacity for creative activity. And geometry gives many reasons for this, it explains the need of continuation of such research of the various topics that let seamlessly weave historical information in the context of training material program and thus activate the cognitive activity of students.
7

РОЗВИТОК ПІЗНАВАЛЬНОГО ІНТЕРЕСУ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ НА ПОЧАТКОВОМУ ЕТАПІ НАВЧАННЯ

72%
Юлія Ж.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 1(65)
50-60
EN
The article theoretically grounds the development conditions of cognitive interest of the future specialists of preschool education. It is determined that for the harmonious education and qualitative beginning of the educational process of young individuals it is necessary to prepare professional, caring, creative future educators of preschool educational institutions. The implementation of such means of intensification as maximizing the mental activity of the individual; the layering and complexity of intellectual tasks, complementing them with some practical skills; the emotional atmosphere of learning, positive emotional tone of the learning process; active favorable communication are relevant in the process of education today. Cognitive interest is an important personal creation, which stimulates the cognitive activity of personality of students and thereby contributes to the development of mental, psychical, social spheres of the individual, creates the conditions for the formation of creative and intellectual activity of the future specialists of preschool education, affects the results of the process of training and education. It is necessary to stimulate cognitive interests constantly. The main directions of stimulation of cognitive interests are the selection of subjects’ content, material and rational organization of activity. The process of formation of cognitive interest is influenced by many factors. The most decisive among them are the following: the classes’ content, its methods and forms; activity, thinking, originality, uniqueness, personality’s creativity, professional motivation. The essence of the cognitive interest development of the future specialist of preschool education is to form the culture of those internal intellectual and cognitive processes that underlie the ability to originate continuously, develop, design and process in a person new ideas, implementation in meaningful and practical professional activity that is the most obvious criterion of the level of professionalism of the teacher of preschool educational institution
8
Publication available in full text mode
Content available

Aktywność poznawcza kształtowana w trakcie nauki matematyki z wykorzystaniem technologii informacyjnych

72%
Kandzia J.
Edukacja Humanistyczna
|
2022
|
issue 1
85-95
PL
Opracowanie jest kontynuacją artykułu: „Kognitywne aspekty w edukacji matematycznej”. Zwrócono uwagę na zależności występujące między matematyką a psychologią, ich wzajemne korelacje. Dokonanego krótkiego przeglądu ewaluacji badań nad umysłem i jego związkiem z technologiami informacyjnymi/informatyką. Przedstawiono wyniki badań przeprowadzonych wśród studentów matematyki nt. Jakie formy aktywności poznawczej kształtuje uczeń w trakcie nauki matematyki z wykorzystaniem narzędzi technologii informacyjnej?
EN
The study is a continuation of the article: "Cognitive aspects in mathematical education". The attention was paid to the relationships between mathematics and psychology and their mutual correlations. A brief review of the evaluation of research on the mind and its relationship to information technology / computing. The paper presents the results of research conducted among students of mathematics on What forms of cognitive activity does a student develop while learning mathematics with the use of information technology tools?
9

Wzorce aktywności poznawczej prezentowane w pakietach edukacyjnych w ujęciu dyskursywnym

72%
Witkowska-Tomaszewska A.
Roczniki Pedagogiczne
|
2014
|
vol. 6(42)
|
issue 2
177-190
EN
The available on the Polish market textbooks or - as is the case for early school education – educational packages constitute different variants of materialization of assumptions of the curriculum base “ideologically” interpreted by the author of the textbook. The author can effect this “interpretation” on two planes, political or pedagogical. On the first plane, through the content of the textbook, the author will seek to reproduce social patterns imposed by the dominant social class. In the pedagogical space, on the other hand, the author may attempt to strengthen or weaken through the textbook specific educational ideas, theories of knowledge or educational practices. In the presented research, the adopted reference point for analysis was the educational place, and a look in the constructivist-interpretative perspective. Adoption by the investigator of the constructivist-interpretative paradigm allows treatment of school textbooks as cultural texts. Such optics enable a closer look at cognitive activity in school textbooks and a search for answers to the questions: What vision of man do the educational packages support, and what are they trying to omit? How do authors of a textbook construct the space of cognitive activity? Can educational packages serve as a tool of symbolic violence and therefore constitute a tool of social adaptation?
PL
Dostępne na polskim rynku podręczniki czy – jak to ma miejsce na poziomie edukacji wczesnoszkolnej – pakiety edukacyjne stanowią różne warianty materializacji założeń podstawy programowej zinterpretowanej „ideologicznie” przez autora podręcznika. Twórca może dokonać „interpretacji” na dwóch płaszczyznach – politycznej lub pedagogicznej. W pierwszej płaszczyźnie autor poprzez zawarte w podręczniku treści będzie starał się reprodukować wzorce społeczne narzucone przez dominującą klasę społeczną. W przestrzeni pedagogicznej z kolei może on próbować wzmacniać lub osłabiać poprzez podręcznik określone idee edukacyjne, teorie wiedzy lub praktyki edukacyjne. W prezentowanych badaniach przyjętym punktem odniesienia analizy była właśnie płaszczyzna edukacyjna, i spojrzenie w perspektywie konstruktywistyczno-interpretacyjnej. Przyjęcie przez badacza paradygmatu konstruktywistyczno-interpretacyjnego pozwala traktować podręczniki szkolne jako teksty kultury. Taka optyka umożliwia bliższe przyjrzenie się aktywności poznawczej w podręcznikach szkolnych i poszukiwanie odpowiedzi na pytania: Jaką wizję człowieka podtrzymują pakiety edukacyjne, a jakie starają się pominąć? W jaki sposób autorzy podręcznika konstruują przestrzeń aktywności poznawczej? Czy pakiety edukacyjne mogą stanowić narzędzie przemocy symbolicznej i tym samym stanowić narzędzie adaptacji społecznej?
10

РОЗВИТОК ПІЗНАВАЛЬНОЇ АКТИВНОСТІ СТАРШОКЛАСНИКІВ ПІД ЧАС ВИВЧЕННЯ ФІЗИКИ ЯК ПСИХОЛОГІЧНА ПРОБЛЕМА

72%
Одарчук К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
254-261
EN
The problem of activation of students’ cognitive activity is one of the main problems of the modern school. This is due to the changes that take place in society and in education in particular. Cognitive activity is a complex integral dynamic formation of the person. In modern psychological research problem of cognitive activity develops in different directions. The article objective is to study the cognitive activity of pupils during study of physics as psychological problem. This articlefinds out the question of the development of cognitive activity, which is affected by the system of internal and external factors. To the internal factors we apply the biological and psychological characteristics of personality (abilities, character, temperament and orientation), external factors are represented by social and pedagogical. Biological and psychological factors are closely related to age and individual characteristics of students. That is why the development of cognitive activity depends on the course of students’ mental processes (intellectual, emotional, volitional). A special form of students’ activity is the learning process (sense of purpose, deepening the needs and motives, understanding the theme of a new material, self-control and self-esteem results of teaching and learning, etc.). The leading factor in the formation of cognitive motivation is the presence of cognitive needs. Cognitive activity and cognitive needs of the person are interrelated and interdependent qualities. Cognitive activity is the product of cognitive needs and interests of the person. At the same time meeting some cognitive needs (based on cognitive activity) leads to new needs, and through them – to the new activity. An implementation of cognitive need is carried through the formation of cognitive set and cognitive orientation of the person. With the advent of cognitive motivation there is alteration of the psychological processes of perception, memory, thinking and other human capabilities that facilitate implementation of activities. When organizing and managing the process of learning it should be taken into account students’ implicit heritage and directions of its development in the future, learning goals and how to achieve them should be discussed with the students, the needs and capabilities of each student should be respected.
11
Publication available in full text mode
Content available

The role of biosemiosis and semiotic scaffolding in the processes of developing intelligent behaviour

72%
Sarosiek A.
Zagadnienia Filozoficzne w Nauce
|
2021
|
issue 70
9-44
EN
Biosemiotics deals with the processes of signs in all dimensions of nature. Semiosis is the primary form of intelligence. Intelligent behaviour becomes immediately understandable in this approach because semiosis combines causality with the triadic structure of the semiotic sign. Intelligence is a process created in a given context. In the course of evolution organisms have learned to create increasingly sophisticated internal representations of external state. Semiosis is the precursor of the emergence of a feature we consider intelligence. Biosemiotics also draws attention to the distributed intelligence, which relies on external semiotic scaffoldings as much as on the subject’s abilities and knowledge.
12

ПЕДАГОГІЧНИЙ СУПРОВІД ПРОЦЕСУ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО РОЗВИТКУ ТВОРЧОГО ПОТЕНЦІАЛУ МОЛОДШИХ ШКОЛЯРІВ

72%
Криволап О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
272-279
XX
The article attempts to reveal the essence of the concept of pedagogical support of the process of future teachers training; lit philosophical, pedagogical, psychological perspectives on the process of pedagogical support and development of creative abilities, development of creative potential; proved the importance and necessity of creating and implementing a process of pedagogical support of future primary school teachers to developing creative potential of junior pupils in the process of professional training. The need to ensure conditions (in particular the creation of pedagogically comfortable learning environment as close as possible to professional) to prepare future teachers to develop the creative potential of young learners is proved. It is stressed that pedagogical support of students during their professional development in the educational process helps to realize the needs of society and to adjust the professional activities of the individual. The peculiarity of pedagogical support is the need to solve problems related to personal development and education of the student in the difficult conditions of modernization of the education system, changes in its structure and content. Future primary school teacher needs to be ready for quick changes, active and creative activities, to adapt quickly to new professional environments. On a future teacher of primary school will depend the quality of knowledge of pupils and their compliance with the state order. Responsibility of pedagogical support includes the task of creating in educational institution the successful process of education, socialization of the student, his self-realization, because the full development of the personality is the guarantee of social welfare. Pedagogical support is needed for training the students, as the social adaptation of people should pass on their own, and in the case of outside help this process becomes more successful. Quick entering students in academic life, creating optimal conditions for this is a basic requirement for the learning process. Successful adaptation in the study group serves as a prerequisite for productive social activity, professional self-determination and development of the personality.
13

ФОРМУВАННЯ ПОЛІХУДОЖНЬОЇ ДІЯЛЬНОСТІ ПІД ЧАС ПРОФЕСІЙНОГО СТАНОВЛЕННЯ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА

72%
Валерія М.-Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 3(67)
73-83
EN
The paper studiestheproblem offormation of poly-artistic activity in the period of professional formation of the future musical art teacher. It analyzes the role it plays in the process of professional learning. The author of the article makes an attempt to analyze the concept of formation of poly-artistic activity of the future musical art teacher, as well as their role in the life of a teacher-musician. The role of this process is illuminated and analyzed during the professional studies of the student. The article provides an opportunity to understand, theoretically analyze and solve the problem of formation ofpoly-artistic activity in the period of professional formation of the future musical art teacher on the basis of the notion “poly-artistic activity”. Without regard to considerable attention of researchers to this problem, on the view of the author, she remains not enough studied in the sphere of professional formation of the future musical art teacher. Therefore in the period of theoretical research the main factors of this problem were found out. Presently, there is an increasing interest in the problem of poly-artistic activity of the future music teacher as ponderable link for becoming of the future specialist. The process of forming of the pedagogical culture of the future teacher of musical art is especially necessary in the period of professional formation. In the article the main factors of decision of the problem of formation of poly-artistic activity in the period of professional formation of the future musical art teacher are exposed. It depends on the personality of the teacher, his world view and professional mastery, high level of intellect and heartfelt sensitiveness. In the conclusion of the work, the author has indicated that a future specialist must not only love music, but also understand it in sufficient volume for explanation, possess knowledge on scientific literature, constantly enrich himself with new knowledge. The following methods of research are used: analysis, synthesis, generalization, subject conversation, test, interrogatory, pedagogical experiment.
14
Publication available in full text mode
Content available

[Nie]wymierna rola rodziców w stymulowaniu aktywności poznawczej dziecka

71%
Zellma A.
Teologia Praktyczna
|
2016
|
issue 17
133-145
EN
In recent years, under the influence of cultural and social transformations, the quality and form of parental involvement in stimulating the cognitive activity of children has been changing. In meeting social and cultural demands, parents often engage in searching for innovative forms of education. They are increasingly often guided by trends and popularity, abandoning traditional methods of supporting children in their cognitive development. Therefore, parents often choose modern proposals, diversified in terms of quantity and quality, advertised in the mass media and promoted by teachers, psychologists and sometimes also by their acquaintances. Parents’ involvement in stimulating the cognitive activity of their child is a complex process, which encounters various limitations and impediments in everyday life. They result, among others, from diminishing the role of play in the family, of free time spent together, from reducing the number of children in the family to only one, from a high speed of life, the domination of new information and communication technologies, a lack of time, following the trends, excessive, parental ambitions inadequate to the child’s capabilities, their requirements towards the child and realization of their own dreams. Under such conditions, stimulating the cognitive activity of a child does not always bring expected results that are directly proportional to time and money invested. On the contrary, it is often difficult for parents to see clear, measurable effects. This is particularly true in situations when parents resign from simple, traditional, proved methods of supporting their child in cognitive  development  and  follow  fashion,  striving  for  satisfaction  of  their own, excessive ambitions. The choice of specific forms of stimulating cognitive activity of a child and parents’ approach determine, to a high extent, not only the quality of their role in this process, but also the efficiency of undertaken activities.
PL
W ostatnich latach, pod wpływem przemian kulturowych i społecznych, zmienia się jakość i forma zaangażowania rodziców w stymulowanie aktywności poznawczej dzieci W celu spełnienia wymagań społecznych i kulturowych, rodzice często angażują się w poszukiwanie innowacyjnych form kształcenia. Sięgają przy tym do bardzo zróżnicowanych jakościowo propozycji, proponowanych w mediach i oferowanych przez niektórych nauczycieli czy psychologów. Zaangażowanie rodziców w pobudzaniu aktywności poznawczej ich dziecka jest jednak procesem bardzo złożonym, który w życiu codziennym napotyka różne ograniczenia i utrudnienia. Wynikają one z przemian wychowawczych, mniejszej ilości czasu spędzanego razem, zmniejszonej dzietności rodzin, szybkości życia, braku czasu czy z tendencji rodziców do stawiania nieadekwatnych do możliwości dziecka wymagań. Stymulowanie aktywności poznawczej dziecka w takich uwarunkowaniach nie zawsze przynosi oczekiwane rezultaty, adekwatne do zainwestowanych środków. Jest to szczególnie istotne w sytuacjach, gdy rodzice rezygnują z prostych, tradycyjnych, sprawdzonych metod wspierania ich dziecka w rozwoju poznawczym i sugerują się nowymi trendami, dążąc niekiedy do zaspokojenia własnych, nadmiernych ambicji. Wybór konkretnych form stymulowania aktywności poznawczej dziecka i postawa rodziców warunkują w dużym stopniu nie tylko jakość działań, ale także ich efektywność.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.