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The Analysis Of Adult Immigrants’ Learning System In Canada

100%
Mukan N., Barabash O., Busko M.
Comparative Professional Pedagogy
|
2015
|
vol. 5
|
issue 2
20-24
EN
In the article the problem of adult immigrants’ learning in Canada has been studied. The main objectives of the article are defined as: analysis of scientific and pedagogical literature which highlights different aspects of the research problem; analysis of the adult immigrants’ learning system in Canada; and the perspectives for creative implementation of Canadian experience in Ukraine. Adult education and learning throughout the world have been studied by foreign and domestic scientists: fundamentals of lifelong education (O. Martirosyan), theory and practice of adult education (V. Horshkova); peculiarities of adult learning (L. Mazurenko); andragogical (M. Knowles), structural and functional, systemic approaches (N. Alboim); personality-oriented (S. Lisova); axiological (T. Brazhe) approaches; psychological, pedagogical, andragogical, sociological researches of adult education (T. Kuchay, L. Tymchuk) etc. Adult education in Canada has been studied by M. Borysova, N. Mukan, O. Ohiyenko, but the learning system of adult immigrants has not been studied yet. Among research methods we have used comparative and logical methods, induction and deduction, content analysis, prognostic method etc. The following research results have been presented: the adult immigrants’ learning has been described as a system which consists of such components as the aim and objectives, fields of study, functions, principles, legal framework, environment and stages of learning, content and operational components, monitoring and assessment. Among the perspectives of further research we can define the analysis of Canadian “Prior Learning Assessment and Recognition” system.
2

СПЕЦИФІКА НАВЧАННЯ КАНАДСЬКИХ ДІТЕЙ У ПЕРІОД РАННЬОГО ДИТИНСТВА

84%
Барабаш О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 8(42)
3-9
EN
In the article the problem of teaching Canadian children in the period of early childhood has been studied. The main objectives of the article are defined as the analysis of scientific and pedagogical literature which highlights the peculiarities of early childhood education and development and analysis of specificity of academic programs. Lifelong education and its development throughout the world, particularly in Canada, has been studied by the foreign and domestic scientists. Education and development in early childhood is a component of this complex phenomenon. Such researchers as N. Aksarina, P. Yermakov, G. Belenky, J. Brett, D. Gordon, D. Hurkovska, D. Denysyuk, S. Kozlov, S. Lupan, L. Pavlov have devoted their researches to various aspects of early childhood education and development, but Canadian experience has not been studied yet. The research methodology comprises theoretical (descriptive, statistical, comparative methods of studying fundamentals of teaching children in the period early childhood; structural and functional, logical and systemic methods for Canadian academic programs) and practical (conversation with pre-school teachers and families in Burlington (Ontario, Canada) for gathering primary pedagogical information) methods. The peculiarities of pre-school academic programs (perception of speech, expressive speech (words, sentences, dictionary, questions, discussion); self-regulation, solving problems, implementation of the causal effect of intelligence, solving spatial problems, temporal orientation in space, imaginative thinking, the basics of literacy, memory, sorting; large motor skills, fine motor skills, sense have been highlighted. The complex of child’s knowledge and skills (expression of feelings, self-regulation, empathy, self-awareness, autonomy, identity formation) which are formed in the period of early childhood in Canada has been determined. Thus, the results of the research of education and training of children in the period of early childhood testify that they are crucial for future success in school, careers and society as a whole. This is the period during which the child’s attitude toward learning is shaped. The research results about orientation of academic programs on the social, cognitive, physical development of a child in the period of early childhood have been presented. Among the perspectives of further research we define the Canadian experience in the sphere of preparing children for elementary school as the following component of the lifelong education system.
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