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The article deals with the concept of «computer literacy». Specifics of children preschooler’s training to use the computer are described in it. The process of future teachers’ preparation to the formation of children`s computer literacy is analyzed by the author.
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The problem of the systematic of professional and pedagogical knowledge of future teachers as a qualitatively new level of knowledge and understanding of essence of pedagogical phenomena and professional activities in their organization is discussed in this article; the nature of systematic of professional and pedagogical knowledge and preconditions of its formation in the process of the training of future specialists in preschool education is grounded in the article.
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This article examines the approaches to the definition of educational environment, highlighted its main components and functions of the properties of informational and educational environment. Highlighted the investigations of this problem and its condition in practice. This article examines the concept of educational information environment in line with modern concepts of education informatization. The main functions of the informational and educational environment and its facilities to enhance the quality of education have been revealed. The current state and prospects of development of іnformatіon educatіonal environment of higher education are under consideration.
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The article deals with the special aspects of future kindergartner training to creating computer games for children of preschool age. The scratch-projects technology and recommendation for use at kindergarten pedagogical process are described in it.
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The article deals with the special aspects of the adaptation of future kindergartener at the learning environments in higher educational establishment. The problems of kindergartener professional training adaptation period at higher educational establishment are represented in it.
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The article is devoted to disclosure features and tasks of personally oriented training of future teachers of preschool educational institutions. It presents the results of diagnosing students like the future teachers, it proposes ways to implement of personally oriented training of them in conditions of training in higher pedagogical educational institutes.
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The article is devoted to the theoretical analysis of the influence of the family problems of the formation of the personality of the child of preschool age. The problems of formation of valuable orientations of children, parents' influence on the formation of value orientations in children. Developed and carried out experimental testing technique family as a factor of formation of valuable orientations of the older preschoolers. The results of the experimental work.
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This article contains several classifications of geometric representations, based on various criteria. In this article is also undertaken attempt to make own typology of geometrical representations.
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The article attempts a selective presentation of the role of imagination in developing children's thinking, redefining this relation in terms of the new guidelines in edu¬cation. Approaching the issue in title we shall not consider it a polemic intent, by analyzing intercorrelations between imagination and theoretical thinking we want to show why we should return to this issue which in fact not a new one. It seems that it should be expanded in order to include dialectical perspective concerning this age, which we are trying to approach integrating all in the first educational junction (preschool and primary education)
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The requirements towards school education in XXIst century still do not coincide with what is being experienced in real life. The article contains a short historical sketch of education both in Poland and within the world, with compulsory and home educations taken into account. The positive aspects of home education is emphasised. Even thou a few objections towards this way of teaching are noticed, it is of most importance to say that the family has the primary and natural credential to raise and educate children. The parent-school relation must be based on the bidirectional respect and help, regardless the place where a child is being taught. The second aspect is that individual approach towards pupils and meeting them directly give much better results than traditional knowledge flow and propagation of averageness. This is the very highlight of the home education, which gathers more and more followers around the world.
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In the article the authors discuss the practical implementation of the model work with a plastically gifted child “Science – Art – Education”, founded at the end of 2013. As a result of implementation of the international research project. The resulting model, from the theoretical point of view, has been described in the scientific monograph edited by J. Aksman: Science – Art – Education. Innovative model of diagnosis, methods and forms of work and care for plastically gifted children. This model shows the importance of science in early school education through art, based on the innovative combination of art education and health education of children in grades 1–3 of primary school. The consequence of this combination is the intention of the authors of the project to shape life skills of the mentioned children.
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Ability to establish good relationships with peers is very important for the proper development of children. It seems important, to help them to identify and express emotions and needs, and support them in learning constructive behavior in difficult social situations. The way to achieve these objectives is to use Nonviolent Communication developed by Marshall Rosenberg. The article describes the work of Non-Public Kindergarten “Dwarf”, which uses NVC in their daily. It also attempts to justify why this way of working can positively influence the social and emotional development of children.
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One of the main functions of the museum is the educational function that can be implemented in different ways. Many museums in Poland have in its offer museum lessons for pupils from primary, middle and secondary schools. For schools, the most attractive are the classes implementing the core curriculum. The aim of the article is to analyze the presence and content of the museum lessons in museum education in museums in Poland. For the purposes of article selected museums in Poland were for the presence offer lessons museum and the compatibility of these lessons of core curriculum. There was examined also whether the museum lessons are conducted with the use of new technologies, including e-learning.
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The article deals with the training of media competence in children of preschool age. We present this aspect in terms of theoretical and practical on the example of the program – “Preschool in the media world” – realized in Non-Public Scientific Integration Nursery Mini College in Kielce. This is one of the ways of media education, which, in the management of the said kindergarten, teaching staff and parents of preschoolers, is necessary in the twenty-first century. Today children are the recipients of the media from an early age. O. Ōen they cope well with the support of technology.Despite this, the competence of instrumental not enough, because everywhere are coming to these different types of media messages. Therefore media education should be introduced from kindergarten to accompany children in the media world. Children should be aware of both the benefits and risks of the media. The teacher’s task is to give them directions to the reception of the media to reasonably benefit from them, drawing from both the fun, as well as knowledge.
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Based on the data of the Programme for International Student Assessment (PISA) in 2003 and 2009, we look at the relationship between preschool attendance and school performance, taking into account socio-economic characteristics of a family and a household. The effect of preschool education on student achievement is measured through the 15-year-old pupils’ scholastic performance in reading, mathematics and scientific literacy evaluated through PISA. We find that for male pupils the positive effect of preschool attendance on school performance disappears once we control for the factors of socio-economic background. In the sample of female pupils, the positive effect of preschool attendance on school performance remains significant even after we control for the factors of socio-economic background. Based on the PISA data results and the large nationally representative surveys (MICS, LSMS), we conclude that there are different possibilities for improvement of preschool education in Serbia, considered from the perspective of coverage and equity, quality of offered services, as well as a number of children per educator, and the total governmental resources earmarked for preschool education. This is important because improvement of preschool education contributes to the positive development of a relationship between preschool education and long-term education outcomes.
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What does digital reality of pre-school children look like in Poland? How do modern parents use new technologies? In reference to semantic analyses of material gathered during all-Polish examinations accompanying implementation of the Coding Masters Junior Program (Mistrzowie Kodowania Junior) at pre-schools, the authors of the article shall examine fears, threats and hopes associated with introducing pre-school children to the digital world.
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This research project focuses on the presentation of sexuality in children before they enter the school system. The study provides theoretical basis of sexuality and sex education. Included in the research project are the result of the on site study with parents and children of the preschool and kindergarten age and also the teachers working with this target group. Results not only describe sexual presentation of the children but also the reactions of others to those presentations.
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This research was conducted in order to determine the metaphors of pre-school teachers and teacher candidates regarding the concept of "integration student". Present study was conducted according to the pattern of qualitative research methods. The study group included 60 pre-school teachers working in Erzurum province in 2016-2017 academic year and 100 teacher candidates studying in the 3rd and 4th classes of Atatürk University Kazim Karabekir Education Faculty Preschool Education Program. As a means of data collection in the study, a questionnaire on the demographic information of the study group and a questionnaire containing the metaphor studies were used to reveal the perceptions of the concept of " integration student ". In the questionnaire a complementary sentence “integration student is …….. because …..” was used. It was determined from the results of the study that the categories in which pre-school teachers and candidate teachers are gathering metaphor for the integration students are mostly positive, and the metaphors are mostly collected under the conceptual category "Students who can be improved as an individual". On the other hand, it was seen that the metaphor of some teacher and teacher candidates were gathered under negative conceptual categories such as "Student of integration as a hard individual to be improved" and "integration student as an individual excluded by society".
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The aim of this paper was by relying on the relevant theoretical sources to enlighten the role and significance of counting-out rhymes in the development of preschool children’s musical abilities. The starting point was the fact that contemporary music pedagogy more often maintains the stance that all children are quite musically talented and capable of performing musical activities, although their achievements are of unequal quality. It is emphasized that a child’s musical ability is demonstrated through musical sensibility (hearing which implies sensitivity for the height and strength of musical tones, the sound colors, the relationship between tones based on their length) and the arousal of interests in music (which as a cognitive, emotional and voluntary reaction of a child to music can be interpreted as children's musicality). It is also pointed out that counting-out rhymes, as a type of musical activities, present the child’s most musical poetic, rhythmic and metric creativity, and that their specificity is that the counting-out rhymes stand out as children's creativity mirroring the beauty (educational, emotional, aesthetic) in the unbreakable bond between the creators and the performers of the same content within the same age range.
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