18 research outputs found
Cough treatment in children with acute respiratory infections using herbal extracts
In acute respiratory infection (ARI), one of the most common symptoms in children is respiratory syndrome which is mainly manifested by cough. Statistically, cough is a complaint of 1/5 of all people with ARI. Cough is especially painful for children, creating a state of discomfort both for the sick child and his parents. Cough is one of the most frequent reasons for seeking pediatrician's aid
Some remarks on the free interpolation by bounded and slowly increasing analytic functions
Π‘Π²ΡΠ·Π°Π½ΠΎ Π»ΠΈ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠΌΠΎΡΠΈΠΉ Π΄Π΅ΡΡΠΌΠΈ Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡΠΌΠΈ ΠΈΡ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»Π΅ΠΉ ΠΎΠ± ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΠΈ?
Introduction. Beliefs of preschool teachers about specific characteristics of childrenβs emotional development have been studied mainly in the context of the used methods for teaching children. However, the relationship with the development of emotion understanding in preschoolers remains underexplored. Childrenβs emotion understanding includes such components as recognizing emotions, understanding the effect of external causes, the role of desires, beliefs, memories, and moral rules in the formation of emotions, and understanding that emotions may be hidden and mixed and that they may be regulated. This study aims to identify the influence that teachersβ beliefs about the development of certain components of childrenβs emotion understanding exerts on the actual level of emotion understanding in 5β6-year-olds.
Methods. The study involved 16 senior kindergarten groups; in total 16 preschool teachers we interviewed, and 324 children were assessed. To identify teachersβ beliefs about childrenβs emotion understanding, we used the method of structured interview. Childrenβs emotion understanding was assessed using the Test of Emotion Comprehension.
Results. Preschool teachers were quite accurate in their estimation of the age when children master the majority of components of emotion understanding (except for understanding the role of beliefs, the role of moral rules in the formation of emotions, and mixed emotions). At the same time, in groups where teachers believed that understanding of these aspects was not yet available to children, preschoolers coped with the tasks testing these abilities more successfully than children in groups where teachers believed that these skills had already been formed.
Discussion. We can assume that preschool teachers who believed that children in their groups had not yet mastered these skills were more focused on teaching children these components of emotion understanding.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»Π΅ΠΉ ΠΎΠ± ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΡΡ
ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π΄Π΅ΡΠ΅ΠΉ ΠΈΠ·ΡΡΠ°Π»ΠΈΡΡ Π² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΡ
ΠΏΡΠ΅ΠΈΠΌΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ Π² ΡΠ²ΡΠ·ΠΈ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΠΌΡΠΌΠΈ ΠΈΠΌΠΈ ΠΌΠ΅ΡΠΎΠ΄Π°ΠΌΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π΄Π΅ΡΠ΅ΠΉ, ΡΠΎΠ³Π΄Π° ΠΊΠ°ΠΊ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ Ρ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠΌΠΎΡΠΈΠΉ Ρ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² ΠΎΡΡΠ°Π΅ΡΡΡ ΠΌΠ°Π»ΠΎΠΈΠ·ΡΡΠ΅Π½Π½ΠΎΠΉ. ΠΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠΌΠΎΡΠΈΠΉ Π΄Π΅ΡΡΠΌΠΈ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ Π² ΡΠ΅Π±Ρ ΡΠ°ΡΠΏΠΎΠ·Π½Π°Π²Π°Π½ΠΈΠ΅ ΡΠΌΠΎΡΠΈΠΉ, ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π²Π»ΠΈΡΠ½ΠΈΡ Π²Π½Π΅ΡΠ½ΠΈΡ
ΠΏΡΠΈΡΠΈΠ½, ΡΠΎΠ»ΠΈ ΠΆΠ΅Π»Π°Π½ΠΈΠΉ, ΡΠ±Π΅ΠΆΠ΄Π΅Π½ΠΈΠΉ, Π²ΠΎΡΠΏΠΎΠΌΠΈΠ½Π°Π½ΠΈΠΉ, ΠΌΠΎΡΠ°Π»ΡΠ½ΡΡ
ΠΏΡΠ°Π²ΠΈΠ» Π² Π²ΠΎΠ·Π½ΠΈΠΊΠ½ΠΎΠ²Π΅Π½ΠΈΠΈ ΡΠΌΠΎΡΠΈΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠΎΠ³ΠΎ, ΡΡΠΎ ΡΠΌΠΎΡΠΈΠΈ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΡΠΊΡΡΡΡΠΌΠΈ ΠΈ ΡΠΌΠ΅ΡΠ°Π½Π½ΡΠΌΠΈ, ΠΈ ΠΈΡ
ΠΌΠΎΠΆΠ½ΠΎ ΡΠ΅Π³ΡΠ»ΠΈΡΠΎΠ²Π°ΡΡ. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π»Π°ΡΡ Π² Π²ΡΡΠ²Π»Π΅Π½ΠΈΠΈ Π²Π»ΠΈΡΠ½ΠΈΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΠΈ Ρ ΠΈΡ
Π²ΠΎΡΠΏΠΈΡΠ°Π½Π½ΠΈΠΊΠΎΠ² ΡΠ΅Ρ
ΠΈΠ»ΠΈ ΠΈΠ½ΡΡ
Π°ΡΠΏΠ΅ΠΊΡΠΎΠ² ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠΌΠΎΡΠΈΠΉ Π½Π° ΡΡΠΎΠ²Π΅Π½Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠΌΠΎΡΠΈΠΉ Ρ Π΄Π΅ΡΠ΅ΠΉ 5β6 Π»Π΅Ρ.
ΠΠ΅ΡΠΎΠ΄Ρ. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ 16 ΡΡΠ°ΡΡΠΈΡ
Π³ΡΡΠΏΠΏ Π΄Π΅ΡΡΠΊΠΎΠ³ΠΎ ΡΠ°Π΄Π°, Π² ΠΊΠΎΡΠΎΡΡΡ
Π±ΡΠ»ΠΈ ΠΎΠΏΡΠΎΡΠ΅Π½Ρ 16 ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»Π΅ΠΉ ΠΈ ΠΏΡΠΎΠ΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠΎΠ²Π°Π½Ρ 324 ΡΠ΅Π±Π΅Π½ΠΊΠ°. ΠΠ»Ρ Π²ΡΡΠ²Π»Π΅Π½ΠΈΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠΉ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»Π΅ΠΉ ΠΎ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠΈ ΡΠΌΠΎΡΠΈΠΉ Π΄Π΅ΡΡΠΌΠΈ Π±ΡΠ» ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ ΠΌΠ΅ΡΠΎΠ΄ ΡΡΡΡΠΊΡΡΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ, Π΄Π»Ρ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠΌΠΎΡΠΈΠΉ Ρ Π΄Π΅ΡΠ΅ΠΉ Π±ΡΠ» ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ Β«Π’Π΅ΡΡ Π½Π° ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠΌΠΎΡΠΈΠΉΒ».
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»ΠΈ Π±ΡΠ»ΠΈ Π΄ΠΎΠ²ΠΎΠ»ΡΠ½ΠΎ ΡΠΎΡΠ½Ρ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠΈ Π²ΠΎΠ·ΡΠ°ΡΡΠ°, Π² ΠΊΠΎΡΠΎΡΠΎΠΌ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΈ ΠΎΠ²Π»Π°Π΄Π΅Π²Π°ΡΡ Π±ΠΎΠ»ΡΡΠ΅ΠΉ ΡΠ°ΡΡΡΡ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠΌΠΎΡΠΈΠΉ (ΠΊΡΠΎΠΌΠ΅ ΠΎΡΠΎΠ·Π½Π°Π½ΠΈΡ ΡΠΎΠ»ΠΈ ΡΠ±Π΅ΠΆΠ΄Π΅Π½ΠΈΠΉ, ΡΠΎΠ»ΠΈ ΠΌΠΎΡΠ°Π»ΡΠ½ΡΡ
ΠΏΡΠ°Π²ΠΈΠ» Π² Π²ΠΎΠ·Π½ΠΈΠΊΠ½ΠΎΠ²Π΅Π½ΠΈΠΈ ΡΠΌΠΎΡΠΈΠΉ, ΡΠΌΠ΅ΡΠ°Π½Π½ΡΡ
ΡΠΌΠΎΡΠΈΠΉ). ΠΡΠΈ ΡΡΠΎΠΌ Π² Π³ΡΡΠΏΠΏΠ°Ρ
, Π³Π΄Π΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈ ΡΡΠΈΡΠ°Π»ΠΈ, ΡΡΠΎ Π΄Π΅ΡΡΠΌ Π΅ΡΠ΅ Π½Π΅Π΄ΠΎΡΡΡΠΏΠ½ΠΎ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΡΠΈΡ
Π°ΡΠΏΠ΅ΠΊΡΠΎΠ², Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΈ ΡΠΏΡΠ°Π²ΠΈΠ»ΠΈΡΡ Ρ Π·Π°Π΄Π°Π½ΠΈΡΠΌΠΈ ΡΠ΅ΡΡΠ° Π½Π° Π΄Π°Π½Π½ΡΠ΅ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΡΡΠΏΠ΅ΡΠ½Π΅Π΅, ΡΠ΅ΠΌ Π΄Π΅ΡΠΈ Π² Π³ΡΡΠΏΠΏΠ°Ρ
, Π³Π΄Π΅ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»ΠΈ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π»ΠΈ, ΡΡΠΎ ΡΡΠΈ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΡΠΆΠ΅ ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Ρ.
ΠΠ±ΡΡΠΆΠ΄Π΅Π½ΠΈΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ². ΠΠΎΠΆΠ½ΠΎ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»ΠΎΠΆΠΈΡΡ, ΡΡΠΎ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»ΠΈ, ΠΏΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠΎΡΠΎΡΡΡ
Π²ΠΎΡΠΏΠΈΡΠ°Π½Π½ΠΈΠΊΠΈ Π΅ΡΠ΅ Π½Π΅ ΠΎΠ²Π»Π°Π΄Π΅Π»ΠΈ Π΄Π°Π½Π½ΡΠΌΠΈ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡΠΌΠΈ, Π±ΡΠ»ΠΈ Π±ΠΎΠ»ΡΡΠ΅ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Ρ Π½Π° ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ Π΄Π΅ΡΠ΅ΠΉ ΡΡΠΈΠΌ Π°ΡΠΏΠ΅ΠΊΡΠ°ΠΌ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠΌΠΎΡΠΈΠΉ