158 research outputs found
ΠΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ΅Ρ Π°Π½ΠΈΠ·ΠΌ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΡΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ ΡΠ΅Π³ΠΈΠΎΠ½Π° ΠΊΠ°ΠΊ ΠΎΠ±ΡΠ΅ΠΊΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ
Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΠΊΡΡΠ²Π°ΡΡΡΡ Π²ΠΎΠΏΡΠΎΡΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ° ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΡΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ ΡΠ΅Π³ΠΈΠΎΠ½Π°, Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΊΠΎΡΠΎΡΡΡ
Π²ΡΠ΄Π΅Π»ΡΡΡ: ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΎ-ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΡΡ, ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ, ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΡΡ, Π½ΠΎΡΠΌΠ°ΡΠΈΠ²Π½ΠΎ-ΠΏΡΠ°Π²ΠΎΠ²ΡΡ ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΊΡΠ»ΡΡΡΡΠ½ΡΠ΅ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ ΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΡΠΎΡΡΠ°Π²Π½ΡΡ
ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ°.Π£ ΡΡΠ°ΡΡΡ ΡΠΎΠ·ΠΊΡΠΈΠ²Π°ΡΡΡΡΡ ΠΏΠΈΡΠ°Π½Π½Ρ Π²ΠΈΠ·Π½Π°ΡΠ΅Π½Π½Ρ ΡΡΠ½ΠΊΡΡΠΎΠ½Π°Π»ΡΠ½ΠΈΡ
ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡΠ² Π΅ΠΊΠΎΠ½ΠΎΠΌΡΡΠ½ΠΎΠ³ΠΎ ΠΌΠ΅Ρ
Π°Π½ΡΠ·ΠΌΡ Π·Π°Π±Π΅Π·ΠΏΠ΅ΡΠ΅Π½Π½Ρ Π΅ΠΊΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΎΡ Π±Π΅Π·ΠΏΠ΅ΠΊΠΈ ΡΠ΅Π³ΡΠΎΠ½Ρ, Ρ ΡΠΊΠΎΡΡΡ ΡΠΊΠΈΡ
Π²ΠΈΠ΄ΡΠ»ΡΡΡΡ: Π΅ΠΊΠΎΠ½ΠΎΠΌΡΠΊΠΎ-ΡΡΠ½Π°Π½ΡΠΎΠ²ΠΈΠΉ, ΠΎΡΠ³Π°Π½ΡΠ·Π°ΡΡΠΉΠ½ΠΈΠΉ, ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΈΠΉ, Π½ΠΎΡΠΌΠ°ΡΠΈΠ²Π½ΠΎ-ΠΏΡΠ°Π²ΠΎΠ²Ρ ΠΉ ΡΠΎΡΡΠ°Π»ΡΠ½ΠΎ-ΠΊΡΠ»ΡΡΡΡΠ½ΠΈΠΉ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΈ. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΎ ΠΊΠ»Π°ΡΠΈΡΡΠΊΠ°ΡΡΡ ΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΡ ΡΠΊΠ»Π°Π΄Π΅Π½ΠΈΡ
Π΅Π»Π΅ΠΌΠ΅Π½ΡΡΠ² ΡΡΠ½Π°Π½ΡΠΎΠ²ΠΎ-Π΅ΠΊΠΎΠ½ΠΎΠΌΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° ΠΌΠ΅Ρ
Π°Π½ΡΠ·ΠΌΡ.The article deals with the questions of the functional components determination for economic mechanism of regional ecologic safety providing, as which are determined: economy-financial, organizing, technological, normative-legal and social-cultural components. There is presented a categorization and feature for the elements of financial-economic component of the mechanism
Listening to Young Childrenβs Voices: The Evaluation of a Coding System
Listening to young childrenβs voices is an issue with increasing relevance for many researchers in the field of early childhood research. At the same time, teachers and researchers are faced with challenges to provide children with possibilities to express their notions, and to find ways of comprehending childrenβs voices. In our research we aim to provide a method for listening to, and analyzing young childrenβs voices on educational issues. In this article we describe a new step in our research in which we are dealing with the issues of validity and reliability for the evaluation of our coding system: is our coding system for analyzing young childrenβs voices valid and reliable
Dutch early years classroom teachers facilitating and guiding musical play: problems and opportunities
Musical play is an activity in which young children more or less freely explore and create with sound with limited guidance from a teacher. This study explored the occurrence of musical play in Dutch early years education (4β5 year olds). Twenty early years classroom teachers were interviewed about the content of the music education taking place in their classroom, and about a possible facilitation and guidance of musical play. Findings showed that ten teachers were unfamiliar with musical play, whilst nine experienced it as too difficult due to limited experience and knowledge. One teacher successfully included musical play, due to additional pre-service training. We argue that musical play may be a valuable addition to early years music education, one that enables young children to learn about music more consistent with their age and interests. Based on our outcomes, we advocate the provision of additional teacher education around facilitating musical play
Towards a knowledge-rich learning environment in preparatory secondary education
In this case study a novel educational programme for students in preparatory vocational education was studied. The research questions were: (1) Which teaching/learning processes occur in a simulated workplace using the concept of a knowledge-rich workplace? (2) What is the role of models and modelling in the teaching/learning processes? The curriculum project consisted of design and construction tasks. The students were collaboratively involved in the process of designing a tricycle for a real customer. This real-life activity creates opportunities for students to develop and use models, which can be used in more than in one context. The case study explored how the teachers deal with the students' explicit and implicit need for knowledge and skills. The main findings are that teachers more often provide this knowledge, rather than guide the students in reconstructing it, and towards the end of the project, knowledge tended to remain situated
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