DSpace Собрание:
http://dspace.tnpu.edu.ua/handle/123456789/8624
2024-03-29T09:43:08ZEvolution of the european board games for preschool children
http://dspace.tnpu.edu.ua/handle/123456789/32208
Название: Evolution of the european board games for preschool children
Авторы: Rudenskyi, Rostyslav; Hladun, Lesia; Ratushniak, Nataliia
Краткий осмотр (реферат): The article states that board games are one of the effective means of preschool
children’s personality formation, which makes it appropriate to organize
board games in preschools. It is noted that the European experience of
theoretical research and practical use of board games for children is wider
and longer than the Ukrainian one. In this regard, the purpose of the study
was identified: to determine and substantiate the structure of board games
for preschool children using a comprehensive analysis of the European
context in historical retrospect. A complex analytical method (retrospective,
bibliographic, structural, definitive, natural analysis of game sets, analysis
of works of art), generalization and synthetic-structural method were used
for the research.
The scientific novelty is summarized the following chronological sequence
of the evolution of board games for preschool and primary school
children: 1) gambling games for adults; 2) gambling board games for
adults; 3) gambling board games made of paper for adults; 4) gambling
board card games for adults; 5) board games for family leisure; 6) leisure
board games for children; 7) board games for children with educational
potential; 8) educational board games for preschool children. The meaning
of the ‘board game structure’ concept is synthesized and characterized; it
is mandatory, free and sufficient matter, the elements of which are stable
(unchanged) regardless of the material (raw material), conditions and time
of manufacture and constitute a complete game system. Conclusions. The structural components of board games are identified as
content (plot — fictional or from real life), rules (functions, norms, the
ethos of the game, game culture), conditional graphic plan (colour scheme,
composition type, illustrations, symbols, pictograms, composition of the
game field, the level of convention in graphic design) and equipment (material of production, game components, their quantity, weight, dimensions,
packaging, organizer, accessories). Indicated, that the identified structural
components of board games are common and stable throughout all stages
of evolution. Prospects for further research in the scientific substantiation
of the classification of board games, their educational and developmental
potential for preschool children are determined.2023-01-01T00:00:00ZDigitalization of primary education as a factor of the formation of information and digital skills of primary school students
http://dspace.tnpu.edu.ua/handle/123456789/32206
Название: Digitalization of primary education as a factor of the formation of information and digital skills of primary school students
Авторы: Shyshak, Andriana; Zharkova, Iryna
Краткий осмотр (реферат): The article explores the concepts of ‘information and digital skills’—a set of abilities involving the conscious processing of digital information, including online communication, and the selection of appropriate ICT tools and algorithms to fulfill specific requests. Additionally, it delves into the ‘digitalization of primary education,’ which is a component of overall educational digitalization. This process involves the digitalization of information and communication within the primary education sector. It has been identified that the information and digital skills that should be promoted in pupils aged 6-10 include the following groups: the ability to search for and evaluate information, the ability to select and use digital tools, online interaction skills, and the ability to independently identify and solve basic technical problems. The article establishes digitalization as a key factor in shaping the information and digital skills of primary school students. This is attributed to the fact that the digital transformation of primary education serves as a condition, catalyst, and driving force for fostering and enhancing the abilities of younger students. These abilities encompass searching for information on the Internet, critically evaluating digital data, selecting the necessary digital tools to accomplish learning tasks, and utilizing digital tools for online communication, ‘netiquette,’ as well as creating and editing digital products. Moreover, it involves behaving safely on the Internet, independently identifying and resolving basic technical problems, and more. Research has delved into the impact of digitalization in primary education on the development of information and digital skills in young students. This influence is discerned through the primary directions that effectively facilitate the digitalization of primary education. These encompass the regulatory and legal dimension, professional competence, technical and technological aspects, and the cultivation of subjectivity in primary education students.2023-01-01T00:00:00ZINCLUSIVE EDUCATION IN UKRAINE: CHALLENGES, CONDITIONS AND IMPLEMENTATION STRATEGIES
http://dspace.tnpu.edu.ua/handle/123456789/32205
Название: INCLUSIVE EDUCATION IN UKRAINE: CHALLENGES, CONDITIONS AND IMPLEMENTATION STRATEGIES
Авторы: Udych, Zoriana; Shulha, Iryna; Chepurna, Liudmyla; Rudenko, Liliia; Dzhus, Oksana
Краткий осмотр (реферат): Since 2017, Ukraine has intensified the processes of reforming and developing inclusive education and creating a learning environment that meets European standards in all educational institutions. At the same time, some challenges and barriers arise while implementing the strategy and conceptual framework of inclusion, which require in-depth study and argumentation. The article aims to study the challenges, conditions, and strategies for implementing inclusive education in Ukraine. The research methodology is based on a legal analysis of international and national legislative acts that contain legal, organizational, financial, personnel, and other conditions for the implementation of inclusive education in Ukraine. The results of a survey of 304 educators at the Inclusive Resource Center of Ternopil National Pedagogical University, named after Volodymyr Hnatiuk, were used to understand the prospects for implementing inclusion in Ukraine. The results prove that Ukraine has prerequisites for the development of inclusive education. The authors have identified the following key conditions that are formed for implementing a multidisciplinary model of inclusion: legal, strategic, financial, organizational, institutional, personnel, social, and sanitary and hygienic conditions for inclusive education. The international and national legal framework regulates a wide range of issues related to the organization and implementation of inclusion in the educational environment of all types of educational institutions. However, some of them, especially those associated with the provision of correctional and rehabilitation services, require amendments and approval. For Ukraine, information, mental, institutional, and physical barriers to the development of inclusive education are typical.; Desde 2017, a Ucrânia intensificou os processos de reforma e desenvolvimento da educação inclusiva e de criação de um ambiente de aprendizagem que cumpra os padrões europeus em todas as instituições de ensino. Ao mesmo tempo, surgem alguns desafios e barreiras durante a implementação da estratégia e do quadro conceptual de inclusão, que requerem estudo e argumentação aprofundados. O artigo visa estudar os desafios, condições e estratégias para a implementação da educação inclusiva na Ucrânia. A metodologia de investigação baseia-se numa análise jurídica de atos legislativos internacionais e nacionais que contêm condições jurídicas, organizacionais, financeiras, de pessoal e outras condições para a implementação da educação inclusiva na Ucrânia. Os resultados de um inquérito a 304 educadores do Centro de Recursos Inclusivos da Universidade Pedagógica Nacional de Ternopil, em homenagem a Volodymyr Hnatiuk, foram utilizados para compreender as perspectivas de implementação da inclusão na Ucrânia. Os resultados provam que a Ucrânia tem pré-requisitos para o desenvolvimento da educação inclusiva. Os autores identificaram as seguintes condições-chave que são formadas para a implementação de um modelo multidisciplinar de inclusão: condições legais, estratégicas, financeiras, organizacionais, institucionais, de pessoal, sociais e sanitárias e higiênicas para a educação inclusiva. O quadro jurídico internacional e nacional regula uma vasta gama de questões relacionadas com a organização e implementação da inclusão no ambiente educativo de todos os tipos de instituições educativas. No entanto, alguns deles, especialmente aqueles associados à prestação de serviços correcionais e de reabilitação, requerem alterações e aprovação. Para a Ucrânia, as barreiras informacionais, mentais, institucionais e físicas ao desenvolvimento da educação inclusiva são típicas.2024-01-01T00:00:00ZБатьківська сім’я як простір плекання еґалітарної особистості
http://dspace.tnpu.edu.ua/handle/123456789/32175
Название: Батьківська сім’я як простір плекання еґалітарної особистості
Авторы: Кізь, Ольга Богданівна
Краткий осмотр (реферат): У статті розкрито соціальні, психологічні та педагогічні умови плекання еґалітарної особистості дитини у сімейно-родинному оточенні. Батьківська сім’я розглянута як провідних агент ґендерної соціалізації дитини на всіх етапах її вікового розвитку. Охарактеризовано основні функції сучасної сім’ї, описано ризики депривування дитини у дисфункційній батьківській сім’ї. Обгрунтовано значення тривалих і теплих емоційних взаємин дитини з батьками для її повноцінного психічного та особистісного розвитку і становлення ґендерної ідентичності. Проаналізовано відмінності між еґалітарною та домінаторною сім’єю. Визначено сприятливі умови сімейно-родинного буття для становлення самодостатньої, еґалітарної особистості.; The article reveals the social, psychological and pedagogical conditions for nurturing the egalitarian personality of a child in the family environment. The parental family is considered as a leading agent of gender socialization of the child at all stages of his/her age development. The main functions of a modern family are characterized, the risks of deprivation of a child in a dysfunctional parental family are described. The importance of long and warm emotional relationships between a child and his/her parents for his / her full mental and personal development and gender identity formation is substantiated. The differences between egalitarian and dominant families are analyzed. Favorable conditions of family life for the formation of a self-sufficient, egalitarian personality are determined.2023-01-01T00:00:00Z