This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Socioeconomic changes in society have transformed the reproductive behaviour of the population. However, not only different forms of families are represented in society, but also different scenarios of reproductive behavior realization: from childcare to large parenthood. The subject of research interest in this work was the motivation of individuals to have children. The method of research was an analysis of theoretical sources, empirical research, narrative interview (50 interviews in total). In this work, an attempt was made to describe reproductive behavior not through the dichotomies of the indicators "reproductive needs-reproductive behavior", "average desirable-average expected number of children", but by identifying a leading motive for the birth of children. Potential parents, influenced not only by objective circumstances but also by subjective perceptions of future parenthood, decide on the birth of their first or subsequent children. The authors not only identify the leading motives for the birth of children, but also identify models of motivation in which specific reproductive behavior is implemented, such as labor, marriage-status, long-term, investment, integrative models.
The system of interests of preschool children is the most important characteristic of the individual, showing the degree of its formation. In this regard, the study of cognitive interest and features of its manifestation is an integral direction of scientific and pedagogical research, designed to optimize the process of education and upbringing of preschool children. The inclusion of preschoolers in the world of foreign language culture helps to increase the level of formation of cognitive interest and the development of creative abilities of the child.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
At the present time in connection with the updated requirements for the organization of the educational process in higher education, special attention is paid to the organization of distance learning. At the same time, one of the topical approaches to building distance courses is the modular approach, which allows individualization of training. In accordance with this approach, a full-fledged remote module should include instructive, informative, communicative and reflexive parts. With this approach, the teacher has the opportunity to more effectively build the educational process, focusing on the formation of personally significant results, expressed in terms of competence.
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