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1

ФОРМУВАННЯ БАЗОВИХ МАТЕМАТИЧНИХ УЯВЛЕНЬ У ДОШКІЛЬНИКІВ ЯК ЗАСІБ ЇХ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ НА ПРИКЛАДІ БРИТАНСЬКОЇ ПЕДАГОГІКИ

100%
Гарник І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
396-404
EN
The article is devoted to the investigation of theoretical aspect of developing children’s primary mathematical concepts in early years in the system of early childhood education in the UK. The aim of the article is to study the conditions for the development of basic mathematical concepts in early childhood education in the UK. The analysis of British programmes, curriculum guidance and other authentic resources proves that intellectual education occupies a prominent place in Britain’s educational system and the preconditions of child’s brain development are the appropriate educational aids, which are favourable for proper upbringing of a healthy personality. The research defines the main areas of studying in the programmes of British pre-school institutions aimed at child’s intellectual development: communication and language, literacy, mathematics, science and technology, knowledge and understanding of the world. It explicates the methodological recommendations of the leading British scientists as to the development of children’s mathematical skills in the family environment. It determines the classification of age-related differences in the process of developing mathematical skills. The research work defines the basic skills in Maths that the child must have in early years before going to school. It analyzes the main activities for the formation of elementary mathematical skills at pre-school institutions in the UK. The formation of mathematical skills is important in preparing a child for school, for his better adjustment to the educational process at school. Mastering math skills are not the same for children of the same age, they occur in different orders and according to different age categories. The most productive way for obtaining knowledge in the field of mathematics by the child of preschool age is the play. In British pre-school institutions there are the following play activities: games with adapted natural building material (sand and water), block play, box modelling, woodwork, outdoor play, folklore (nursery rhymes, counting rhymes, finger play) etc. The study does not cover all aspects of the identified problem, which determines the necessity for further study. A separate research is required in the area of children’s gender characteristics at preschool age; the interaction between family, pre-school institutions and public organizations on children’s intellectual development at preschool age.
2

АУКОВО-ДОСЛІДНИЦЬКА ДІЯЛЬНІСТЬ УЧНІВ В УМОВАХ РЕАЛІЗАЦІЇ КОМПЕТЕНТНІСНОГО ПІДХОДУ ДО НАВЧАННЯ МАТЕМАТИКИ

100%
Васильєва Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
196-202
EN
The article deals with the organization of research activities in the school. Research work at teaching mathematics is examined as creative intellectual activity of pupils. Skills of research activity are a necessary condition of the modern successful person’s existence and can be developed at the mathematics lessons. Pupils’ research work is the special type of educational activity, during which on the basis of theoretical and practical knowledge, abilities and skills, pupils work out the theoretical or applied scientific problems of different degree of complication and difficulty. The main idea of the article is to study how to induce an individual to active independent activity and creation at the mathematics lessons by means of research work. Pupils must get not only knowledge and abilities but also to accumulate experience in the process of studying mathematics. The use of laboratory works at the mathematics lessons demonstrates the applied aspect of mathematics, fastens intersubject copulas, promotes cognitive interest in mathematics, level of pupils’ independent and research activity, improvement of pupils’ mathematical preparation quality which provides the competence approach of mathematics teaching. It is useful to conduct laboratory works at the mathematics lessons, for example, in the 6 form while studying the topics “Circle”, “Mean arithmetic”, “Middle value of size”. The use of laboratory works at home is also useful as such the type of work is shown by the applied application of mathematics and aсtualize knowledge and pupils’ abilities, obtained above. Organizing of the laboratory home-work is possible at senior pupils’ school while studying of statistics. Implementation of laboratory work requires pupils’ ability to conduct the various measuring, determine unknown quantity from formulas, and also to evaluate the mean value of quantities and errors. Statistical treatment of measuring results is an extraordinarily useful and interesting task for senior pupils. The pupils’ laboratory works are described, which can be conducted by pupils independently at home without any special equipment. It’s “Irrational use of running water while brushing your teeth” for citizen pupils and “Sources of contamination of atmospheric air and ways of its renewal” for village pupils.
3

ВИВЧЕННЯ СТЕРЕОТИПІВ ЯК ПЕРЕДУМОВА ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ МОЛОДІ

100%
Сасіна Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
344-353
EN
Young people are active participants in social relations. The current state and future development of society, their health, energy and mentality depend on how their thinking and behavior are formed. As we know, modern information society sets the conditions precisely to the intellectual development of the person – his knowledge, possession of information, creativity, ability to solve any problems are count more. Searching by young people for their own behavior model is carried out under the influence of stereotypes. In order to understand the characteristics of the human world, to ensure its intellectual development, it is necessary to deepen and expand our understanding of stereotypes. The aim of the article is generalization and systematization of theoretical knowledge about the nature of social stereotypes as a prerequisite for the intellectual development of youth. In the article the method of scientific generalization, methods of analysis, synthesis and systematic approach are used. The theoretical study, that is done, allows proposing an approach that provides the overcoming of stereotypes and achieves intellectual development of youth by means of purposeful pedagogical influence. The approach is presented in the form of social technology. Social technology includes five stages. The first one is the formation of a complete, constantly updated system of theoretical knowledge about social stereotypes and the phenomenon of stereotyping. The second one is detection of the existing stereotypes of thinking and behavior of today’s youth with the help of socio-psychological methods. The third stage of the technology is the analysis and evaluation of results in terms of their compliance with the requirements of the information society. The fourth and fifth stages of the technology are performed, if the analysis has shown negative results. The presented approach is one of the possible ways to solve the acute social problems – to overcome stereotypes and ensure the intellectual development of youth. In the future attention should be focused on the practical research of the dominant in the mass consciousness of youth stereotypes. Such information will allow drawing conclusions about the social and psychological health of this young generation and society in general, giving a prognosis for the future.
4
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Wydatki na dobra i usługi związane z rozwojem intelektualnym członków gospodarstw domowych z perspektywy wiejskich budżetów domowych

84%
Piekut M., Kolegium Nauk Ekonomicznych i Społecznych P. W.
Acta Universitatis Lodziensis. Folia Geographica Socio-Oeconomica
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2015
|
issue 20
PL
Inwestowanie w dobra i usługi związane z kształceniem mogą przynieść wymierne efekty społeczne. W artykule skupiono się na analizie cech determinujących wydatki na rozwój intelektualny członków rodziny w wiejskich gospodarstwach domowych oraz dokonano porównania poziomu wydatków na kształcenie w zależności od miejsca lokalizacji, tj. uwzględniono gospodarstwa domowe zlokalizowane w największych miastach oraz gospodarstwa domowe zlokalizowane na wsiach. Wydaje się, że mimo licznych przeobrażeń polskiej wsi nadal utrzymują się znaczne różnice w modelach konsumpcji, także w odniesieniu do wydatków na kształcenie, między gospodarstwami domowymi z miast i ze wsi.
EN
The article focuses on the analysis of the characteristics that determine spending on education in rural households, and compared the level of expenditure on education depending on where location. Includes households located in the largest cities and villages. Despite the many transformations of the Polish countryside there are still significant differences in spending on education between households of the cities and the countryside.
5
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Duch służby Bogu, Kościołowi i bliźnim w przekazie św. Urszul i Ledóchowskiej (Byłam tylko pionkiem na szachownicy… Wspomnienia z lat 1886–1924)

59%
Olszewska M. J.
Język - Szkoła - Religia
|
2013
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vol. 8
|
issue 1
81-100
EN
St. Urszula Ledóchowska- the founder of the Ursulines Sisters of the Order of Dying Heart of Jesus (Sióstr Urszulanek Serca Jezusa Konającego) – whose personality is usually discribed by the formula – Polish and European – lived and worked in difficult times in the first half of the twentieth century. Above all, she was the mistress of the spiritual life. In her attitude towards the the world and people, she was able to perfectly combine contemplation and activity. In the center of her spirituality, she has placed the mystery of Jesus Crucified – The Dying Heart and His Mother. A strong faith in God, putting trust in Him, should – according to her beliefs – shape human life that should be giving constant witness to the Risen Christ. At the same time the Saint was a person deeply involved in the problems of everyday life. Since her entrance to the Ursulines (Urszulanki) in Kraków, St. Urszula Ledóchowska gave great importance of girls education. During her stays in Russia, Sweden, Denmark, and then after returning to the free Poland, to Pniewy; she established schools with a modern program of education, where intellectual development was closely connected with the development of spiritual and religious. The school was supposed to be a community shaped like a ‘small church’ and its purpose was to teach and educate. St. Urszula Ledóchowska demanded from the teachers not only education and good manners, but primarily tolerance and ‘cheerfulness’ that comes from the certainty of faith in God. Therefore, her life was ‘a rosary embodied in an act’ and the act were Faith, Hope and Love.
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