Today, education is defined as the most important condition of spiritual, intellectual, cultural and physical development of the individual, the basis for the economic welfare of a separate person and the whole community, a pledge of social development, a necessary determinant of social progress.Variability and mobility of society have become relevant attributes of the modern world. The quantity and quality of information have increased in geometric progression, therefore, the use of old educational technologies, methods and means for its mastering is a process not only ineffective, but also impossible. Creating new forms and means to cope with ever increasing information challenges demands rethinking of a person's own intellectual resources as well as the search and development of personal potential for solving new problems in life.Ensuring successful functioning of the intellectual and psycho-physiological spheres of the individual actualizes the need to intensify the processes of education, upbringing and development from an early age, when the plasticity of mental activity makes it possible to adapt to new realities and implement complex tasks Prof. MYKOLA PANTIUK -Państwowy Uniwersytet Pedagogiczny im.
Considering the current situation in the educational space of Ukraine, the teacher should cultivate in the younger generation the ability to analyze, think critically, find solutions to problems, develop a personality capable of taking responsibility for their own actions and deeds. In this context, the problem of independence education is relevant, significant both in theoretical and practical aspects. We associate perspective ways of research with the study of the implementation of modern scientific approaches to the transformation of the pedagogical process, increasing attention to the personality of the child as an agent of cognitive activity, providing him with freedom of choice of activities and forms of participation in it, democratization of the educational process on the basis of cooperation between teachers and pupils, differentiation of education and training, development of flexible pedagogical technologies that best meet the needs and capabilities of pupils, in their independent mastering of various aspects of life. In this context, problem tasks that put the child in a situation where he/she is encouraged to use various methods of mental activity (comparison, analysis, synthesis, classification) are of undeniable value. This activates independence, the ability to find ways to solve problems, draw conclusions and generalize. Therefore, the aim of the study is the search for effective ways to form independence in children of senior preschool age. Studying the formation of independence as a basic personal quality in children of senior preschool age, we were guided by the fact that the independence of children of this age group is best manifested in new unfamiliar situations. By solving them, children can demonstrate independence of thought, originality of ways to solve the problem. In the light of this, we took into account the children's interest in independent actions in the conditions of choosing between the new and the familiar; independence and autonomy of actions in relation to the adult; ways of solving the problem; the result of the activity. As a result of the experimental study, we found that a significant number of children in the experimental group do not realize the possibilities of independence and do not reach the optimal level of its formation. The search for ways to solve this problem made it possible to identify effective means of forming independence in children of senior preschool age, among which a special place is occupied by problem solving tasks. They put children in the conditions of practical search for a solution to the problem, which pushes them to search independently, awakens the child's opinion, forms non-standard thinking. Such tasks encourage children to express their original ideas, to analyze problematic and ambiguous situations, to establish cause-and-effect relationships, to think over the situation, to build hypotheses, which also stimulates independence of thinking, flexibility of mind, develops creative abilities of the child. Thus, problem-bases tasks effectively influence the development of preschoolers' independence as an integral quality of personality.
The aim of the article is to determine pedagogical conditions of healthy lifestyle principles formation of children aged 6–7. Materials and methods: Three groups of methods have been used in the research – theoretical – content analysis of scientific literature and modeling; empirical – surveys, observations, questionnaires and pedagogical experiment; statistical – mathematical processing, quantitative and qualitative analysis. Results: The definition of notion «health» has been analyzed. Attention is focused on the interdisciplinary aspect of the problem. We have conducted pedagogical experiment wcich involved 145 primary school studets (aged 6–7) of Lviv specialized school № 8 (Ukraine) in order to find ways to form the healthy lifestyle principles in general secondary educational institutions. We have identified the levels of formation of healthy lifestyle of primary school children (aged 6 – 7) as high, medium and low. Conclusions: The organizational and pedagogical conditions for the formation of the healthy lifestyle principles of children aged 6–7during curriculum and extracurriculum activities are: axiological approach application to the formation of healthy lifestyle principles; strengthening positive attitude of primary school children (aged 6–7) toward the healthy lifestyle principles formation; organizational, methodological and pedagogical support of the healthy lifestyle principles of primary school students. It has been found that the implementation of the proposed tools contributes to better understanding of healthy lifestyle importance and develop means to be fit and healthy.
Розвиток сучасного суспільства доводить, що освіта і культура покликані стати важливими індикаторами суспільного поступу, а цінності людського життя вибудовуються в універсальну ієрархію, де моральні категорії добра, гідності, справедливості, любові, честі мусять зайняти панівну сходинку. Важливою проблемою стає освітня парадигма у розумінні освіти для сталого розвитку, яка сьогодні активно обговорюється й обґрунтовується вченими усього світу. Мова іде про навчання людини впродовж усього життя, бо ті знання, які ми отримуємо у закладах освіти сьогодні стають неактуальними уже через кілька років. Це означає, своєю чергою, що знання перестають бути метою освіти. Сучасні реалії свідчать про те, що Україна активно працює у царині продовження терміну освіти кожного громадянина засобом неформальної та інформальної освіти. Світові тенденції вказують на те, що саме освіта впродовж життя може забезпечити сталий поступальний рух суспільства загалом, та громадянина зокрема.
Педагогічну інновацію визначаємо як процес оновлення чи вдосконалення теорії і практики освіти, що оптимізує досягнення її мети. В основу інноваційної діяльності мають бути покладені системний і компетентнісний підходи; принцип науковості; важливою ознакою освітніх інновацій є його структурованість; інновації в освіті мають бути спрямовані на гарантоване досягнення цілей освітнього процесу, складати цілісну канву навчального процесу і забезпечувати прогнозований результат.
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