The article examines the factors, psychological and pedagogical conditions for obtaining a second higher education. The leading trends of lifelong education in the EU countries are identified. It is found that the trend of adult participation in education is growing in the EU countries; on average, the share of women receiving second higher education exceeds the share of men in this indicator; EU countries differ significantly in the level of adult participation in education during life; there is a tendency for non-formal education to prevail over formal education; the proportion of those who receive training and training among the adult population is significantly higher among those who have already received higher education; in countries with a higher level of GDP per capita, there is a smaller share of the population, through the cost of obtaining a second higher education, does not have the opportunity to study; in countries with high income and GDP per capita, the share of the population, cannot get a second higher education through significant expenses, is less. The proportion of the population who say they do not need a second higher education also fluctuates significantly in EU countries. A study was conducted to identify motivational factors for obtaining a second higher education among students of the two-year program of various specialties. It is ©2020 The authors and IJLTER.ORG. All rights reserved.established that secondary needs, in particular self-realization, realization of potential opportunities, the need to increase the level of professional competence, are the main ones for the recipients of the second higher education, which corresponds to a higher level of needs according to the hierarchy of needs.
The study has found that one of the means of effective learning in modern preschools are LEGO constructors, which have several positive characteristics, differ significantly from other constructors, primarily in terms of their features, functionality, modern technical and aesthetic characteristics and a possibility to use them in different games and for educational purposes. Theoretical analysis of research has shown the existence of a theoretical definition and identification of the characteristics of pedagogical technologies and published methodological approaches to the use of LEGO for the development of design activities of preschool children. Peculiarities of sensory perception of the environment by preschoolers in the conditions of marked design activity are substantiated. The pedagogical technology of children's development in a sensory-cognitive space is revealed, considering the principles of integrity, nature compliance, intensity, diagnostic purposefulness, reproducibility of LEGO constructor in the conditions of preschool education. Research and development work on the introduction of the pedagogical technology in the educational environment of the institution to form ideas about shape, colour, size, spatial orientation in children aged 4-6 years, and to develop their creativity. Potential possibilities of designing as especially important activity of preschool children are proved. It is established that the design process promotes the emergence of new knowledge in children from different spheres, improves the stock of knowledge and skills, stimulates imagination and creative initiative, develops general and fine motor skills, improves self-reasoning, helps discipline and order, has a positive impact on social climate in the group, promotes the development of individual independence, enriches social ties, develops self-esteem, self-confidence, promotes the development of speech, which contributes to success in school. Keywords: preschool children, LEGO constructor, design, pedagogical technology, sensory development, sensory-cognitive space, sensory standards, educational environment.
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