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

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

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

ТЕОРЕТИЧНІ ЗАСАДИ МОВЛЕННЄВОЇ ПІДГОТОВКИ ДІТЕЙ ДО ШКІЛЬНОГО НАВЧАННЯ

100%
Харькова Є.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
199-207
EN
Preparing children for school has always been important for both parents and preschool teachers. This problem has become especially acute nowadays when children start schooling at the age of six. Consequently pre-school education as a starting point of life-long learning has become mandatory for five-year-old children in Ukraine. It means that there appeared another intermediate stage between pre-school and school education. School is concerned that children who come to the first class were prepared for being taught literacy. It’s necessary that they had well-developed phonemic hearing (hearing speech), well developed speaking competences (dialogue and monologue), were able to make both phonic and syllabic analysis of words, were able to analyse sentence structure, divide a sentence into separate words and also divide words into syllables. Small muscles of their fingertips should be well developed and their hands should be ready to write. Children who come to school prepared like that will easily master reading and writing skills. Both school and pre-school teachers have different approaches to understanding the ways of providing continuity between pre-school and school education. Namely, for elementary school teachers, continuity means that coming to school a child should have some knowledge and skills but they don’t take a child’s psychological readiness for schooling into account. For pre-school (kindergarten) teachers continuity is primarily a concern that the children who come to school feel comfortable and school teachers don’t complain about them. Nowadays it is very important to ensure continuity between pre-school and school education on the state level. For this purpose this particular time before going to school should be considered as a specific separate stage of life-long learning, as in fact this stage has already become mandatory. After that State Standards of Primary Education, Basic Components of pre-school education, as well as school curricula should be reconsidered and updated in order to avoid both overloading young schoolchildren with useless knowledge and skills, and prevent them from learning again in the first form what they have already learned in pre-school classes. Speech readiness for school provides sufficient willingness of young learners to adapt to the school conditions, new software, new requirements for mastering the rules and regulations of speech, speech actions required to master language skills. Speech training during preschool learning provides a person with education, competences and qualifications in any sphere of life and any field of activities necessary for their further life and development.
2

РОЛЬ НАВЧАЛЬНО-ПІЗНАВАЛЬНОЇ ЕВРИСТИЧНОЇ ДІЯЛЬНОСТІ В НАВЧАЛЬНО-ВИХОВНОМУ ПРОЦЕСІ ПОЧАТКОВОЇ ШКОЛИ

100%
Харькова Є.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
453-460
EN
The definitions and structure of educational activity, educational-cognitive activity, heuristic activity and educational-cognitive heuristic activity are examined in the article, and also it is found out, that only educational activity which has integral character is instrumental in development of a student, and represents a system of interdependent components: reasons, educational aims, educational actions, actions of control and estimation. Specific features of educational activity are those associated with the assimilation of junior pupils’ theoretical knowledge. During the execution of learning tasks the actions of aimed at mastering general ways of orientation in the relations between known and unknown quantities, phenomena, components of objects, situations, processes and the like. Action monitoring and evaluation give them the opportunity to check the correctness of the implementation of the training action, evaluate the success of somebody’s entire academic tasks. Learning activities in primary school is subject to certain laws. One of them is the fact that all teaching takes place in the shape of a detailed presentation to the pupils’ of the major components of the learning activities in which they actively engage. In academic work, the pupil consciously sets him/herself the same goals as are currently in front of the school that is ultimately educate oneself to a fully developed and socially mature person. This is called the educational-cognitive activity. The educational-cognitive activity begins to form in pupils from the first days at school. The formation of a full-fledged educational-cognitive activity usually ends at the 6–7 class. In author’s opinion educational-cognitive heuristic activity better ensures the development of the junior pupils, because in addition to the components inherent in the educational activity are attached: substantive, operational and procedural, motivational, organizational, methodological components, as well as the objectives, products, and methods. On the basis of the analysis are defined the concept and characteristics of educational-cognitive heuristic activity of junior schoolchildren, which we will use in our further study.
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.