One of the most important tasks in the 2022 UNESCO report is the preparation of teachers in the field of higher education, which is oriented towards the improvement of professional competence. The teacher is described as a creator of knowledge, and as a central person in educational and social transformation, while knowledge and learning are described as the basis of renewal and transformation. Opportunities for meaningful and high-quality education should be available at every stage of a person's life. Preschool education is the first level of education and is where a child gains first knowledge, skills, and experience about the world around them. The preschool teacher and their professional competences are of particular importance in this cognitive process. Using the teachers' professional competence assessment tool (survey), this study analyses the self-assessment of future preschool teachers' professional competence in the planning, implementation and evaluation of the learning process. Our results show that the survey that we created can be used as one of the tools for the evaluation of the teacher's professional competence. In addition, the professional competence of future preschool teachers can be promoted in the study process in the unity of theory and practice. From the survey, it can be concluded that the planning, implementation and evaluation of the learning process interact and are mutually dependent components of the teacher's professional competence. In the data analysis, it was found that the professional competences of preschool teachers are strengthened, which helps to identify the individual needs of children and to plan, implement and evaluate the learning process in accordance with them.
The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.
Most studies on 7-year-old children's social adjustment in school focus on situation characterization by setting the adjustment process as a problem instead of offering possible solutions (OECD, 2001; OECD, 2006). According to theoretical knowledge and practical observations the purpose of the article is to promote 7- year-old children's social adjustment in school, creating a model of a 7-year-old child’s social adaptation in 1st grade. The article reveals the key aspects that affect the 7- year-old children's social adjustment, as well as describes the model components that determine the 7-year-old children's social adjustment in 1st grade.
In the 21st century it is important to every child to belong to a certain society, to learn its cultural values, its norms and requirements, thus socially adapting and integrating. The first weeks or months in school are considered as a period of particular importance in a 7-year-old child's life, when is the period of the child's social adaptation. A 7-year-old child’s further education at school can be predicted by depending on how the social adaptation of the 7-year-old child goes on, based on the legality of child development. Unfortunately, there are no unified research criteria developed so far in school practice by which it would be possible to determine the 7-year-old child's social adaptation. Taking into consideration the analysis of theoretical policies, there are research criteria groups and levels of children's social adaptation named and formulated within this paper, in order to explore the 7-year-old children's social adaptation and to provide appropriate educational support.
Raksta mērķis ir apzināt pirmsskolas pedagoģijas tematiku Latvijas Universitātes Rakstos vēsturiskajā skatījumā. Raksts veidots atbilstīgi Latvijas Universitātes Rakstu struktūrai, sadalot pētījumus trīs laika posmos, tas ir, 1923.-1943. gads, 1949.-1991. gads un periods pēc Latvijas neatkarības atgūšanas. Katrs no minētajiem posmiem iezīmē laikam raksturīgās politiski ekonomiskās un sabiedrības attīstības tendences, kas atspoguļojas pirmsskolas pētījumu saturā un nosaka pirmsskolas pedagoģijas attīstību.
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