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1

КІБЕРСОЦІАЛІЗАЦІЯ– НЕВІД′ЄМНА ЧАСТИНА ПРОЦЕСУ ФОРМУВАННЯ ЖИТТЄВОЇ КОМПЕТЕНТНОСТІ СУЧАСНОЇ МОЛОДІ

100%
Кузьміна О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 8(42)
347-352
EN
In the article it is stated that the formation of life competence of the youth is tightly connected with the influence of the Internet and is provided with the development of the educational and upbringing programs which allow judging on the structure and the contents of the forming life competence. The structure and the contents of a human can be determined on the basis of the threats to his vital activity. In this regard, we must consider the relatively new types of threats to human life: the Internet threats and threats of spirituality. Their danger is growing rapidly, up to the threats to the national security, and requires the adequate social responses. They are especially dangerous for teens due to their increased vulnerability with not yet fully formed psyche. These two types of threats partially overlap and fit together. A source of new and rapidly growing threats to children and adolescents is a massive spread of the Internet. The content of these threats includes: - spreading through social networks and forums of personal data and information on children’s behaviour; - children’s viewing pornography online; - viewing of material containing scenes of violence, cruelty to people and animals, promoting criminal and extremist activities; - cyber-bullying. Spiritual threats to the current generation of teenagers have a tendency to rapid increase. This is determined by several factors: the increasing fierce attacks of the forces seeking to dominate the world; the development of technologies of mass manipulation of consciousness (the Internet, social networks, video, mobile, flash mob); the continuous development of technology of the catch-all personality (CCTV, chips, electronic passports, electronic money, electronic badges, electronic health records, etc.).
2

АНАЛІЗ ОСОБЛИВОСТЕЙ ЖИТТЄДІЯЛЬНОСТІ Й ПОБУТУ ДІТЕЙ В УМОВАХ ІНТЕРНАТНОЇ УСТАНОВИ

86%
Кузьміна О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
264-273
EN
In the article it is stated that the boarding school pupils are remarkably different from the children who attend secondary school.Economic, social and psychological problems faced by a child influence the formation of his/her life guidelines, distort social attitudes, make it difficult to adapt to life in society, because he has no independent living skills, the abilities of domestic self-stereotypes, positive family relationships. As a result, a young man, who was taken care of in the boarding school, appears unprepared for independent life of becoming of the age of discretion. The process of socialization of the child, who was in a boarding institution, is fundamentally different from that the most home kids have. The so-called “closed” life ensures that the environment outside the boarding school may not be apparent and foreign to the pupils of the boarding school, or they may have inadequate representation about it, and leads to the fact that they do not form the survival skills, adapt to new living conditions, the skills of integration in new social groups, practice of interaction and behaviour in different situations in early adult life are absent. In boarding schools there are also problems as to the realisation of educational content, improvement of the forms and methods of training and education, methodological support of the educational process. Many pupils of boarding schools as a result of the definite deformation of the development are socially and psychologically maladjusted, with deviations in behaviour, increased aggression and so on. It is necessary to improve the system of educational work, aimed at the formation of children’s vital skills for independent living. In addition, at most boarding schools there are observed the negative trends to excessive care of children, which leads to ignorance of their duties, as opposed to the rights, the removal from feasible and necessary household labour. To form vital competence of graduates of boarding schools, to prepare for a smooth entry into the community, into adulthood is the main task of boarding schools.
3
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Oбразовательный запрос родителей на формирование жизненных компетенций у детей с тяжелыми множественными психофизическими нарушениями

72%
LISOVSKAYA T. V.
Człowiek - Niepełnosprawność - Społeczeństwo
|
2015
|
issue 3(29)
5-18
PL
W artykule dokonano analizy ankiet przeprowadzonych wśród rodziców dzieci z ciężkimi sprzężonymi zaburzeniami psychofizycznymi oraz wśród pracujących z takimi dziećmi pedagogów. Ankiety miały na celu określenie potrzeb edukacyjnych rodziców, ich oczekiwań dotyczących procesu kształcenia. W artykule zwrócono także uwagę na najważniejsze działania nauczyciela, zdefiniowano kompetencje życiowe, określono sposoby ich kształtowania oraz kryteria sprawdzające stopień ich sformowania.
RU
В статье приводится анализ анкетирования родителей детей с тяжелыми множествен- ными психофизическими нарушениями и педагогов, работающих с ними. Анкетирование проводилось с целью определения образовательного запроса родителей, выяснения их ожиданий от процесса обучения. Полученные данные позволили определить состав и со- держание жизненных компетенций, основные методы их формирования, критерии и пока- затели их сформированности, профессиональные личностные качества педагога, а также наметить дальнейшие шаги работы в данном направлении.
EN
The article analyzes surveys conducted among parents of children with profound multiple disabilities and educators working with children with such disabilities. The surveys aimed to define these parents’ educational needs and their expectations concerning the education process. The article also points out teachers’ most important activities and defines life competence, ways in which it is developed and criteria that check the degree of its development.
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