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1

A Model for Getting Acquainted with Fiction to Enrich the Image of the World in the Preschool Age

100%
Freiberga I.
Ad verba liberorum
|
2009
|
vol. 1
|
issue 1
62-70
EN
Introduction The progress of information and telecommunication technologies granting us the access to information and ensuring its broad scope also provides an opportunity for a child in its senior preschool age to access information of most various types. Often the child is left alone amidst the manifold and frequently conflicting pieces of information. More and more time is spent by the TV without any control over the data perceived from the screen. The information received from the TV strongly influences the child's notions of the surrounding world and its values orientation, thus the image of the world. Fiction being a type of art gives us an opportunity to gain such experience that a child is unable to get under the given circumstances in his everyday life; therefore the child's experience is deepened and the formation of the values orientation is encouraged as well as the enrichment of the image of the world is being influenced as early as in the preschool age.Aim of the study Elaboration of a theoretical pedagogical model for the formation of the image of the world throughout the process of perceiving and experiencing fiction in the senior preschool age.Materials and methods Theoretical analysis of literature.Results Theoretical analysis of literature points to essential conditions influencing the formation of the person's image of the world and determining the organisation of the process of getting acquainted with fiction also in the preschool age.Conclusions Enrichment of the image of the world becomes possible when the content of the fiction makes personal sense in the child's cognition which, in its turn, is encouraged by emotional experiences during the process of perception and the child's purposeful post-perception action.
2

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ МАЙБУТНЬОГО ПСИХОЛОГА В АСПЕКТІ ЙОГО ПРОФЕСІОНАЛІЗАЦІЇ

75%
Савчук З.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
175-184
EN
The features of professional identity of the future psychologists are depicted in this article. The material about the theoretical analysis of the problem is submitted. The theoretical and practical views of professionalization, professional identity as the basic concept that reflects the nature of professional development are considered. The content of the personal sense of “psychologist” of future professionals is clarified. The different features of professional identity of the future psychologists according to the level of training are analyzed and defined in the article. The theoretical and empirical researches of leading factors and characteristics of professional identity of students who are psychologists are revealed. The main points of view of studying the problems of identity and identification are analyzed. The meaning of “professional identity” as a result of processes of professional self-determination and self-organization is solved. The components of the psychologist’s professional identity that ensure the success of his or her activities as a professional are picked out. The theoretical experiment of researching the process of formation of professional consciousness of the future psychologists during their training in higher school is pursued. The theoretical and practical points of views of personal’s professionalization are analyzed. The professional identity as a basic concept that reflects the nature of professional development is considered. The basic indicators of professional identity, awareness, formation, decision are defined. The problems of professional development of the future psychologists in educational and professional activities in the sphere of practical psychology are solved. The content and dynamics of the personal meaning of “psychologist” of the future professionals is depicted. The difference of indicators of the professional identity of the future psychologists depending according to the level of training and the forms of financing the education is analyzed and identified.
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