51,637 research outputs found

    Solving the problems of gaming activity in Ukrainian pedagogical science: last two decades

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    Досліджено проблеми, які вирішувалися в теорії ігрової діяльності дошкільників науковцями України, серед яких виокремлені: теоретичні засади походження гри, історичний аспект використання дитячої гри в дошкільному вихованні, вплив педагогічних теорій зарубіжних фахівців з дошкільного виховання на розвиток педагогіки гри дітей дошкільного віку, психологічні витоки педагогічної теорії ігрової діяльності та інші. Визначено провідні наукові центри розвитку теорії ігрової діяльності дошкільників в Україні. Систематизовано напрями розроблення методичних розробок, навчальних посібників, педагогічних збірок з проблем ігрової діяльності дошкільників, серед яких: ігри для дошкільників загальнорозважального спрямування, розвиваючі ігри для дошкільників, ігри спрямовані на розвиток дошкільників з особливими освітніми потребами, ігри, спрямовані на розвиток мовлення дошкільників, ігри дошкільників на піску, рухливі ігри дошкільників та ін.The problems that were solved in the theory of the game activity of preschool children by scientists of Ukraine are investigated, among them: the theoretical foundations of the origin of the game; the historical aspect of the use of children's games in preschool education; the influence of pedagogical theories of foreign preschool education specialists on the development of pedagogy for the game of preschool children; psychological sources of the pedagogical theory of game activity; the nature, role and place of children's play in the structure of the educational process in a preschool institution, conditions and warnings regarding the use of the game in preschool education; game activity in the context of continuity of preschool and primary education; software and methodological support for the game activities of preschool children in Ukraine; the speech development of preschoolers with the pedagogical capabilities of the game; training teachers for use in the educational process of modern gaming technologies; the relationship of traditional children's games with the culture of the Ukrainian people; the effectiveness of computer games in the mental development of a child of preschool age; pedagogical problems of health improvement of preschool children in the process of playing activity; social adaptation and the formation of social and communicative competence of preschoolers by means of game activity; using the game as a means of generating a preschooler’s interest in learning activities; fostering independence in children of preschool age in play activities; the formation of the primary economic experience of senior preschoolers in gaming; the formation of worldview in children of six years of age by means of game activity; the formation of preserving competence of preschoolers by means of gaming activities; outdoor games in the system of physical education of preschool children. The leading centers for the development of the theory of the game activity of preschool children in Ukraine are identified. The directions of the development of methodological developments, teaching aids, pedagogical collections on the problems of the game activity of preschoolers are systematized, among which are: games for preschoolers of a general entertainment direction; educational games for preschoolers; games aimed at the development of preschool children with special educational needs; games aimed at developing the speech of preschoolers; games of preschool children in the sand; outdoor games of preschoolers

    Подвижные игры как средство интенсификации развития пространственной ориентировки старших дошкольников с нарушением умственного развития

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    У представленій статті розглянуто особливості застосування рухливих ігор з метою розвитку просторового орієнтування дітей з розумовою відсталістю старшого дошкільного віку. Розкрито роль планомірної організації проведення рухливих ігор. Підкреслено, що рухлива гра повинна використовуватись з метою закріплення рухів, якими оволоділи старші дошкільники під час занять з фізичного виховання. Відзначено вагомість правильного застосування мультимедійних засобів як при підготовці, так і при проведенні рухливих ігор з метою розвитку просторового орієнтування старших дошкільників з обмеженими розумовими можливостямиIIn the present article examines the use of outdoor games for the development of spatial orientation of children with mental retardation preschool age. In the present article the features of the application of mobile gaming as a means of physical education for the development of spatial orientation in children with mental retardation preschool age. Changes in special education Ukraine are reflected in the search for innovative approaches to teaching technology of special pre-school settings where children are brought up with psychophysical development. To improve the ability to adapt and create prerequisites for successful further education of senior preschool children with intellectual disabilities in elementary school according to state standard primary education for children with special educational needs are developed organizational and methodological approaches to improve the efficiency of mobile games, serving as the intensification of spatial orientation senior preschool children with mental retardation. The role of systematic organization of outdoor games. It is emphasized that mobile game should be used to consolidate the movement, which captured the senior preschool children during physical education classes. Noted importance of appropriate use of multimedia as in the preparation and during outdoor games to develop spatial orientation older preschool children with intellectual disabilities.В представленной статье рассмотрены особенности применения подвижных игр с целью развития пространственной ориентировки детей с умственной отсталостью старшего дошкольного возраста. Раскрыта роль планомерной организации проведения подвижных игр. Подчеркнуто, что подвижная игра должна использоваться с целью закрепления движений, которыми овладели старшие дошкольники во время занятий по физическому воспитанию. Отмечено значимость правильного применения мультимедийных средств, как при подготовке, так и при проведении подвижных игр с целью развития пространственной ориентировки старших дошкольников с ограниченными умственными возможностями

    Computer game as means of intellectual development of preschool children

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    In this article, the problem of use of computer games in work with preschool children is considered. This problem in pedagogics is almost not investigated. One of the main issues connected with computerization of preschool education is studying of influence of computers on a childТs organism, mental state and development. The computer, being the most modern tool for information processing, serves as a powerful technical tool of training and plays a role of the irreplaceable assistant in education and the general mental development of preschool children. Special value has the computer for intellectual development of preschool children

    Computer game as means of intellectual development of preschool children

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    In this article, the problem of use of computer games in work with preschool children is considered. This problem in pedagogics is almost not investigated. One of the main issues connected with computerization of preschool education is studying of influence of computers on a childТs organism, mental state and development. The computer, being the most modern tool for information processing, serves as a powerful technical tool of training and plays a role of the irreplaceable assistant in education and the general mental development of preschool children. Special value has the computer for intellectual development of preschool children

    Typically Developing Preschoolers’ Behavior Toward Peers with Disabilities in Inclusive Classroom Contexts

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    This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two different days in both indoor and outdoor classrooms during free play, small group activities, transitions, and meals/snack. Typically developing children interacted with peers with disabilities for a small amount of time; the interactions were significantly more likely in the outdoor classroom, in either child- or teacher-directed activities, and in play activities. There was a lack of adults’ intentional scaffolding for social interactions between children with and without disabilities even when they were near the children. Activity contexts contribute to children’s social behavior, and teachers need more support and training with inclusive and collaborative practices

    Review of Gaelic medium early education and childcare

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    The National Plan for Gaelic 2007-2012 contains ambitious targets for the expansion of Gaelic medium (GM) primary school education, aiming for 4000 children enrolled in P1 by 2021. GM early years education and childcare plays a crucial role in attracting parents to the 'Gaelic system' and the great majority of children who enrol in GM primary have experienced GM preschool provision at nursery or playgroup. If the target numbers entering GM primary school are to be achieved then there will have to be a considerable expansion in the preschool sector too, given that there were just over 700 children enrolled in GM nurseries for session 2008-09. The National Plan includes a specific commitment to review GM early years education and childcare. The study reported here is a response to that call. It aims to clarify existing provision, identify gaps and make recommendations for changes or developments needed to ensure that the goals of the National Plan are achieved

    Physical activity recommendations for early childhood: an international analysis of ten different countries’ current national physical activity policies and practices for those under the age of 5

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    During the last two decades there have been growing interests on recommendations for children’s physical activity. The World Health Organization (WHO) launched the first global international recommendations for children in 2010, focusing on children and youth aged 5-17 year olds. The recommendations were based on the dose-response relationship between the frequency, duration, intensity, type and amount of physical activity needed for prevention of non-communicable diseases. There remains however, at time of writing, (2019) a gap in the recommendations, as the WHO did not offer global recommendations for those children under the age of 5 (early years). An international policy and practice analysis, (not previously undertaken), of ten sample countries, was completed of current national physical activity practices. Also an international comparison of early years’ education settings were examined, specifically for those under the age of 5, to investigate current curricula, as well as the qualifications, knowledge and understanding of those supporting children’s learning in different cultural contexts. The sample of ten countries (Belgium, China, Denmark, Finland, Germany, Ireland, Italy, Norway, United Kingdom and United States of America) questioned whether the global daily physical activity recommendations (WHO, 2010) are costumed and used for to the early years’ age group on a national level or if they need to be adjusted. The analysis revealed that eight countries have developed their own national recommendations for children below the age of 5, while only two countries do not have any early years’ specific physical activity recommendations. National authorities seem to be the most common executive sources behind the recommendations. The content of physical activity for children under the age of 5, mostly included the total amount and intensity of physical activity. The total daily amount of physical activity in these ten countries varies between 60 minutes moderate to vigorous intensity physical activity up to 180 min total light to moderate intensity physical activity and for some countries the daily recommendations are only from age 1 year, not between birth and 1 year, this age range remains unsupported. The conclusions from the analysis of national recommendations, underlined the need to see the global recommendations be developed for the younger age group, to support all countries. It is proposed a need for universally new recommendations to go beyond just physical activity intensity levels and to consider how young children’s development can be supported in a versatile way by physically active play. Also age specific recommendations are offered for appropriate and purposeful physical activity to support early years and school aged children’s overall development. The findings also suggest educational recommendations for staff members of early childhood education and care settings to know appropriate and age specific recommendations to ensure they are able to support young children to reach the national and global recommendations. Research recommendations are also proposed

    Features of pedagogical support of play for children with hearing impairments in the area of special education kindergarten

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    У статті висвітлюються сучасні підходи до організації і забезпечення ефективного педагогічного супроводу ігрової діяльності дітей дошкільного віку з порушеннями слуху, зокрема, розкриваються особливості корекційно-розвивальної роботи з навчання сюжетно-рольовим іграм, педагогічні умови для створення сприятливого середовища для розгортання дітьми режисерської гри, описано структурні компоненти ігрової діяльності та основні завдання сурдопедагогів і вихователів з їх реалізації в освітньому просторі спеціального дошкільного навчального закладуВ статье раскрываются современные подходы к организации и обеспечению эффективного педагогического сопровождения игровой деятельности детей дошкольного возраста с нарушениями слуха, а именно: раскрываются особенности коррекционно-развивающей работы по обучению сюжетно-ролевым играм, педагогические условия для создания благоприятной среды для разворачивания режиссерской игры, описано структурные компоненты игровой деятельности и основные задачи сурдопедагогов и воспитателей по их реализации в образовательном пространстве специального дошкольного учрежденияThe article describes current approaches to organizing and providing an effective pedagogical support play activities of preschool children with hearing impairments, namely the features disclosed correctional and developmental work on the training role playing games, educational environment for the creation of an enabling environment to expand the game director, described the structural components of play and main objectives surdopedagogs and educators to implement them in a special education preschool spac

    Young Children and the Arts: Making Creative Connections -- A Report of the Task Force on Children's Learning and the Arts: Birth to Age Eight

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    Provides guiding principles and recommendations to organizations to support the development of arts-based early childhood programs and resources
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