Research Skills in Primary School Students Formation: Developmental and Competence Impact

Objective: The level of research skills of children with inclusion depends on the teacher's research competencies. To develop them, a future teacher must constantly conduct research and practical work in his own learning process. Background: The formation of research competence in primary school children with disorders is formed on the basis of a common desire for knowledge of the world, due to age-related characteristics and social conditions of education. The task of a teacher in this vein is not only to structure the cognitive interest of younger students but also to integrate educational research competence into the age group. Method: In preparing the study, students were required to deeply analyse information regarding the state of the issue, a comparative description of various modelling options and research methods, an analysis of their advantages, disadvantages, and the choice of a model and research method that would be adequate to the assigned tasks. Results: Future teachers' willingness to present the teaching material is considered, and also the willingness to raise discussion questions and thus form additional research material. The authors of the article show that such competence is formed in the process of formation of general research competence and can be expressed in a number of definitions that require additional training of a future teacher. Conclusion: There is a need to form research competency directly with teachers, who shape the future research qualities of "special" schoolchildren, which in turn forms the future of a scientific nature

Physical Activity, Screen Time, and Sleep Duration of Children Aged 6-9 Years in 25 Countries: An Analysis within the WHO European Childhood Obesity Surveillance Initiative (COSI) 2015-2017

Background: Children are becoming less physically active as opportunities for safe active play, recreational activities, and active transport decrease. At the same time, sedentary screen-based activities both during school and leisure time are increasing. Objectives: This study aimed to evaluate physical activity (PA), screen time, and sleep duration of girls and boys aged 6–9 years in Europe using data from the WHO European Childhood Obesity Surveillance Initiative (COSI). Method: The fourth COSI data collection round was conducted in 2015–2017, using a standardized protocol that included a family form completed by parents with specific questions about their children’s PA, screen time, and sleep duration. Results: Nationally representative data from 25 countries was included and information on the PA behaviour, screen time, and sleep duration of 150,651 children was analysed. Pooled analysis showed that: 79.4% were actively playing for >1 h each day, 53.9% were not members of a sport or dancing club, 50.0% walked or cycled to school each day, 60.2% engaged in screen time for 1 h/day, 8.2–85.6% were not members of a sport or dancing club, 17.7–94.0% walked or cycled to school each day, 32.3–80.0% engaged in screen time for <2 h/day, and 50.0–95.8% slept for 9–11 h/night. Conclusions: The prevalence of engagement in PA and the achievement of healthy screen time and sleep duration are heterogenous across the region. Policymakers and other stakeholders, including school administrators and parents, should increase opportunities for young people to participate in daily PA as well as explore solutions to address excessive screen time and short sleep duration to improve the overall physical and mental health and well-being of children.The authors gratefully acknowledge support from a grant from the Russian Government in the context of the WHO European Office for the Prevention and Control of NCDs. Data collection in the following countries was made possible through funding. Albania: WHO through the Joint Programme on Children, Food Security and Nutrition “Reducing Malnutrition in Children” (the Millennium Development Goals Achievement Fund) and the Institute of Public Health; Bulgaria: Ministry of Health, National Centre of Public Health and Analyses, WHO Regional Office for Europe; Croatia: Ministry of Health, Croatian Institute of Public Health and WHO Regional Office for Europe; Czechia: grants AZV MZČR 17–31670 A and MZČR – RVO EÚ 00023761; Denmark: Danish Ministry of Health; Estonia: Ministry of Social Affairs, Ministry of Education and Research (IUT 42–2), WHO Country Office, and National Institute for Health Development; France: Sante Publique France, the French Agency for Public Health; Georgia: WHO; Ireland: Health Service Executive; Italy: Ministry of Health and Italian National Institute of Health; Kazakhstan: Ministry of Health of the Republic of Kazakhstan and WHO Country Office; Kyrgyzstan: WHO; Latvia: Ministry of Health, Centre for Disease Prevention and Control; Lithuania: Science Foundation of Lithuanian University of Health Sciences and Lithuanian Science Council and WHO; Malta: Ministry of Health; Montenegro: WHO and Institute of Public Health of Montenegro; Poland: National Health Programme, Ministry of Health; Portugal: Ministry of Health Institutions, the National Institute of Health, Directorate General of Health, Regional Health Directorates and the kind technical support from the Center for Studies and Research on Social Dynamics and Health (CEIDSS); Romania: Ministry of Health; San Marino: Health Ministry, Educational Ministry, Social Security Institute and Health Authority; Spain: Spanish Agency for Food Safety and Nutrition (AESAN); Turkmenistan: WHO Country Office in Turkmenistan and Ministry of Health; Turkey: Turkish Ministry of Health and the World Bank

Theoretical Foundations of Future Teachers ’ Preparedness for Moral and Aesthetic Interaction with Learners 1

Abstract. The article presents one of the results of scientific research, focused on the theoretical foundations of the formation of future teachers ’ preparedness for moral and aesthetic interaction with learners. Due to the fact that the key concept of the research theme is &quot;interaction&quot;, basic theoretical philosophic principles, revealing the essence of this phenomenon and its relation to education, which are consistently regarded as categories of social interaction, were used as a basis. Basing on the analysis of scientific works, key characteristics of interaction as a philosophical category were identified: general form of links of any systems; simultaneous existence of objects (subjects); consistency and two-sidedness of links; awareness and goalorientedness; interdependence of sides change; internal mutual activity of subjects; subject-subject and subject-object relationships within the system

Examining teachers’ views on the implementation of English as L3 into primary schools: A case of Kazakhstan

The Ministry of Education and Science of the Republic of Kazakhstan changed the State Educational Program for primary education and the curriculum for teaching English as a third language (L3) to grades 1-4in 2013. As with many changes in the curriculum, English language teaching has also been changed and the starting age for learning of English language has been lowered to 6-7 years of age (Grade 1). However, implementation of the curriculum requires readiness on the part of the teachers and teachers' views about teaching English in primary school is important for successful implementation of English language policy. Thus, this research aims to investigate the teachers’ views about the starting age for L3 learning, teachers' professional development, teaching materials and problems of implementation of a language policy in primary schools in Kazakhstan. The data for the study was gathered from 105 English teachers working in different primary schools. The study revealed that most have not yet made a transition to the organized system of teaching English languages in primary school