Preventive technologies contribute to the formation of a healthy lifestyle, healthy nutrition, the development of healthy eating habits and nutrition culture among schoolchildren. The article presents the ways of using and the possibilities of using modern preventive technologies to increase the motivation of students to a proper lifestyle, nutrition in the family and at school, raising awareness of students about healthy nutrition. When using them, it is necessary to carry out educational work at school and in the family with parents, with children, including medical professionals, teachers. The division of functions of specialists of different profiles to assist the family in the organization of proper nutrition of the child is indicated, what actions should be taken by a social service worker: a social pedagogue, a specialist in social work, a specialist in working with the family, so that parents competently and responsibly approach the nutrition of the child in the family. Digital learning models and the correct organization of their use provide additional opportunities for the formation of new and development of previously acquired skills and principles of proper, healthy nutrition, and the development and use of additional tools increases the literacy and effectiveness of teaching children and adolescents in the field of healthy nutrition. The effectiveness of the work carried out depends on a properly organized set of preventive measures by specialists of various profiles.
Among the most acute socio-pedagogical problems facing the modern Russian school is the increasing number of aggressive manifestations in the educational environment. This situation actualizes the schools need for the prevention and correction of aggressive behavior. The article presents the results of a socio-pedagogical research, the purpose of which was to identify the types and forms of aggressive behavior in the educational environment and to explore the current state of preventive work. The study was conducted by the Institute for the Study of Childhood, Family and Upbringing in July 2021 in the form of a questionnaire survey of directors of educational organizations. The methodology of the research included a socio-pedagogical analysis of situations of aggressive manifestations among students, teachers and parents; study of social, environmental, family and personal factors of aggressive behavior; and identification of mechanisms for preventing aggressive behavior in the educational environment. The results are presented in the format of socio-psychological portraits of three schools located in the countryside, which are prominent representatives of Russian rural society. The study made it possible to draw the following main conclusions: (1) preventive work becomes an independent type of pedagogical work; (2) cyber-aggression, which was actively manifested during the period of distance learning and now requires comprehensive preventive work with students, teachers, and parents, is an over-pressing problem for educational organizations; (3) todays school is faced with the urgent task of developing and implementing programs for the prevention and correction of aggressive behavior. The ideas presented in the article can be used in the practice of educational organizations of different types.
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