The significance of the issue under study is stipulated by a social order for targeted preparation of staff for a craft type of companies. The aim of the article is development and approbation of structural-functional model of continuous craftsman education. The main research method of the given issue is modeling which enables to see the issue as a process of targeted, continuous and conscious acquiring of vocational competences by future craftsmen, in the course of formal, non-formal and informal education. The article presents a structural-functional model of continuous craftsman education that includes formal, non-formal and informal education and outlines a complex of organizational-pedagogical conditions contributing to implementation of this model. The contents of the article might be of interest for students of craft trades, all categories of vocational-pedagogical workers, specialists of state government institutions in the area of vocational education.
Introduction. Dysarthria is a disorder of motor dynamics, which manifests itself in oral speech in the form of illegibility and indistinctness. Also motor realization is impaired, the mobility of the organs of speech (soft palate, tongue, lips) is limited, and so articulation is difficult. Correction of dysarthria only with the help of exercises with a speech therapist is not always effective enough; therefore, there is a constant search for methods that would make it possible to solve speech therapy problems more efficiently and in a shorter time. In this regard, there is great interest in osteopathic correction. The somatic dysfunctions and the results of osteopathic correction of children with dysarthria are described in sufficient detail in the available literary, but only for the end of treatment. The question of preservation of the achieved osteopathic correction results is practically not covered.Aim is to study the long-term results of osteopathic correction of somatic dysfunctions in children aged 5–6 years with dysarthria.Materials and methods. The study involved children with an established diagnosis of dysarthria at the age of 5–6 years. The study participants were divided into the control (15 people) and the main (26 people) groups. The participants in the control group received speech therapy, the participants in the main group received speech therapy and osteopathic correction. The logopaedic, osteopathic and neurological examinations were performed at the start of the study. The logopaedic examination was repeated 12 months after the completion of the correction. The osteopathic examination was repeated immediately after the completion of the correction, after 6 and 12 months. The neurological examination was repeated 6 and 12 months after the completion of the correction.Results. During the study of the long-term results of the correction performed in the both groups, there was a positive trend in several indicators characterizing the severity of speech impairment, including impaired speech pronunciation and dysarthria. In the main group, the dynamics was statistically significantly (p<0,05) more pronounced than in the control group. In the main group, there was a statistically significant (p<0,05) decrease in the severity of global and regional somatic dysfunctions, as well as a decrease in the detection frequency of local disorders of the craniosacral system and local visceral dysfunctions. Also in the main group there was a significant (p<0,05) decrease in the detection frequency of disorders of several indicators characterizing neurological status, including such indicators as convergence, facial symmetry, pharyngeal reflex, neck muscle tension, Romberg posture, local soreness, maskiness, the location of the tongue in the center, the condition of the muscles of the floor of the mouth, the tension of the muscles of the neck, fi nger-nose test.Conclusion. The study demonstrated not only the clinical efficacy of the combined use of osteopathic correction and speech therapy, but also the preservation of the achieved results according to the follow-up evaluation data. The obtained results make it possible to recommend the inclusion of osteopathic correction in the complex correction of dysarthria in preschool children.
The relevance of the problem under consideration stemmed from the need of revival of craft education system in Russia which focuses on training personnel for small handicraft enterprises, and it is also very important to identify, to preserve and to adapt it to the modern realities of pedagogical experience which was gained by the vocational education system in the past. The purpose of the article is to substantiate the need for development of spiritual, moral, organizational and pedagogical foundations of craft vocational education development in Russia theoretically and methodologically. The central approach to the investigation of this problem is the study and generalization of pedagogical experience which makes it possible to substantiate the tendencies of formation of a new type of vocational education in Russia. The result of the study was the substantiation of the key qualities of a master craftsman as a creative thinker and craft labour as a man-making system of knowledge and practical experience forming "multidimensional human integrity". The statement that modern craft education should take into account the productive and transforming essence of a person as fully as possible, and thus, it should be acmeologically oriented can be considered the key conclusion. The materials of the article can be useful to practitioners and vocational education scientists, teachers and postgraduate students who are interested in the development of teaching system and personnel training system.
Аннотация. Предлагаемая читателям статья представляет результаты исследований, реализующих идею профессионального ремесленного образования как одного из возможных направлений развития системы профессионального образования России. В ходе исследования выявлены онтологические, аксиологические и функциональные признаки ремесла и ремесленного образования как социальной формы организации жизнедеятельности и образования человека. Выявлены социально-педагогические основы, тенденции и противоречия становления в России нового вида профессионального образования. Материалы статьи могут быть полезны практикам и научным работникам в области профессионального образования, преподавателям и аспирантам, интересующимся вопросами развития системы подготовки ремесленных кадров. Ключевые слова: ремесленный сектор экономики, ремесленная деятельность, профессиональное ремесленное образование, система подготовки ремесленников. 1
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