A comparative analysis of the ecological (environmental) educational component of the training in students of Natural Science Departments (Chemistry, Biology, Earth Sciences, Ecology) and future teachers of natural sciences has been carried out. The general and professional competences, program results of training, and applicants training educational programs on the example of several Ukrainian universities are analyzed. It is revealed that the formation of environmental competence is carried out by acquiring environmental education by means of interactive technologies, forms, and methods of organizing the educational process. The positive influence of students’ involvement in research, environmental, ecological, and naturalistic work in extracurricular time on the formation of their environmental competence has been confirmed. The role of educational and industrial practices in the process of students’ professional training and the formation of their environmental competence is emphasized.
The article emphasizes the importance of STREAM-education in the development of the young generation. The regulatory framework in the context of the introduction of STREAM-education elements in preschool education institutions is analyzed. The difference in the essence of the concepts STEM, STEAM, STREAM-education from the position of interdisciplinary and applied approaches in education based on the unification of various sciences with the aim of forming innovative, critical thinking in the young generation and developing the creative potential of each his/her has been established. Even though the issue of organizing the educational process of preschool children on the basis of STREAM education is relevant, the problem of implementation and training of educators for this work has not been sufficiently studied. The purpose of the research is to analyze the essence of STREAM-education in the development, formation of competences of preschool children and the peculiarities of the training of future teachers of special education in the educational environment of the university before the implementation of STREAM-education; study of the level of preparedness of pedagogues-practitioners of early childhood education for the organization of STREAM-education of preschool children; substantiation of making as a tool for the implementation of STREAM-education in the formation of natural and ecological competence of preschool children. Research material and methods: theoretical analysis of scientific literature and normative documents, comparison, observation, methods of mathematical statistics. Research results. The differences in the concepts of STEM /, STEAM /, STREAM-education are clarified. The main advantages of the formation of basic competences and, in particular, natural and ecological competences in preschool children in the process of implementation of STREAM-education in primary education have been determined. The peculiarities and potential of the application of maker craft in the formation of natural and ecological competence of preschool children in the process of STREAM education are highlighted and described. An analysis of the educational programs of the Higher Secondary School of Ukraine in the specialty 012 Preschool Education was carried out, and a list of selective educational components aimed at preparing future teachers of the Higher Secondary School for the implementation of STREAM education was revealed. The level of awareness and methodical training of teachers of secondary schools in Zhytomyr and the region regarding STREAM education was studied. The conditions for strengthening the process of preparing future educators for the implementation of STREAM education in the educational system are systematized and characterized. Further research of the mentioned problem will be focused on the study of the level of development of cognitive interests in preschool children based on the results of the implementation of elements of STREAM education. Conclusions. The implementation of STREAM education in the educational process of preschool children will contribute to the integration of the process of knowledge formation, acquisition of practical skills, the development of interest in exact sciences, inventive abilities, interest in construction and research, and the formation of natural and ecological competence of preschool children.
The article, based on the analysis of scientific sources and own research, examines the problem of forming the foundations of critical thinking in preschool children. The regulatory and legal framework for the organization of the educational process in the preschool education institution has been analyzed. Despite the urgency of the problem of forming the foundations of critical thinking in preschool children, there is a contradiction in the possibilities of using pedagogical techniques for the development of critical thinking and the unpreparedness of educators for the specified activity. The purpose of the study is to update the problem of the development of the basics of critical thinking in preschool children in the process of familiarization with the natural environment; to systematize and characterize the pedagogical techniques for the development of the mentioned phenomenon in preschoolers. Research material and methods: theoretical analysis of scientific literature and normative documents, comparison, observation, methods of mathematical statistics. Research results. Differences in the concepts of "ecological competence" and "natural-ecological competence" are defined. The main characteristics of a person with developed critical thinking are highlighted. Techniques for developing the basics of critical thinking in preschool children during familiarization with the natural environment are systematized and characterized. A study was conducted among educators in the city of Zhytomyr and the region regarding the effectiveness of techniques for developing the basics of critical thinking in preschool children and the list of techniques that practicing teachers use in the educational process. The practical significance of the study is that innovative methods ("Colored words", "Picture gallery", "Prediction tree", "Geocoder", "Fishbone") have been identified and described, which can be used to develop the basics of critical thinking in preschool children in the process of familiarization with the natural environment. The use of innovative methods in the educational process of a preschool institution contributes to increasing motivation to learn new things and stimulating thinking. Further research of this problem will be focused on the study of the level of development of the basics of critical thinking in older preschool children based on the results of the introduction of educational methods into the educational process of older preschool children. Conclusions. The organization of the educational process in the preschool education institution with the introduction of pedagogical methods will allow to develop the basics of critical thinking in children, which will contribute to increasing their motivation to learn new things, analysis of events and their evaluation, making thoughtful, balanced decisions, choosing an active life position.
The article considers the problem of features of experimental-research activity of children of senior preschool age. Despite of study and innovation of technology, there is a contradiction, which lies in the wide range of opportunities for its main tasks in preschool education and conservatism of educators and unwillingness to keep up with the times. The purpose of the research is to study the peculiarities of the formation of cognitive activity of older preschoolers and acquaintance with the natural environment in the process of experimental research activities. Material and methods of research: theoretical analysis of scientific literature and normative documents, comparison, method of content analysis, observation, methods of mathematical statistics. Results. The content analysis of the key concepts of the research “experimental research activity”, “experimental activity”, “research activity” and “research activity” is carried out. It is established that these concepts have insignificant differences and therefore we consider them synonymous. Based on the identified common features formulated his own vision of the essence of the concept of “experimental research”. Criteria (motivational, cognitive, activity), levels (high, average, low) and indicators of experimental research activity of children of senior preschool age in the natural environment are singled out. The author’s program of formation of cognitive activity of children of senior preschool age in the course of experimental research activity is developed. On the basis of ZhDNZ No. 3 of Zhytomyr scientific research is carried out. Conclusions. The dynamics of the results before and after the experiment showed a positive result of the developed author’s program. Thanks to experimental research activities, children’s interest in animate and inanimate nature increases, natural science material is better assimilated, and skills of consistent performance of actions are formed. Also, experimenting with natural material develops memory, imagination, thinking, ability to work in a group and others.Key words: innovative technologies, preschooler, preschool education institution, natural environment, cognitive development, experiments. У статті розглянуто проблему особливостей експериментально-дослідницької діяльності дітей старшого дошкільного віку. Незважаючи на вивченість і нововведення технології, наявна суперечність, яка полягає в широких можливостях реалізації її основних завдань у дошкільній освіті та консерватизмі вихователів і небажанні працювати в ногу з часом. Мета дослідження – вивчення особливостей формування пізнавальної активності старших дошкільників та ознайомлення з навколишнім природним середовищем у процесі експериментально-дослідницької діяльності. Матеріал і методи дослідження: теоретичного аналізу науко-вої літератури і нормативних документів, порівняння, метод контент-аналізу, спостереження, методи математичної статистики. Результати дослідження. Проведено контент-аналіз ключових понять дослідження «експериментально-дослідницька діяльність» «експериментальна діяльність», «дослідницька діяльність» та «пошуково-дослідницька діяльність». Встановлено, що зазначені поняття мають несуттєві відмінності, тому вважаємо їх синонімічними. На основі виокремлених спільних ознак сформульоване власне бачення сутності поняття «експериментально-дослідницька діяльність». Виокремлено критерії (мотиваційний, когнітивний, діяльнісний), рівні (високий, середній, низький) та показники експериментально-дослідницької діяльності дітей старшого дошкільного віку в природному довкіллі. Розроблено авторську програму формування пізнавальної активності дітей старшого дошкільного віку у процесі експериментально-дослідницької діяльності. На базі ЖДНЗ No 3 м. Житомира проведено наукове дослідження. Висновки. Динаміка результатів до і після експерименту засвідчила позитивний результат розробленої авторської програми. Завдяки експериментально-дослідницькій діяльності у дітей підвищується цікавість до живої і неживої природи, краще засвоюється природознавчий матеріал, формуються навички послідовного виконання дій. Також екс-периментування з природним матеріалом розвиває пам’ять, уяву, мислення, уміння працювати в групі та ін.Ключові слова: інноваційні технології, дошкільник, заклад дошкільної освіти, природне середовище, пізнавальний розвиток, досліди.
One of the recent problems of the formation of speech function, which is studied in pedagogical, psychological, linguistic and psycholinguistic aspects is the formation of speech activity, in particular, in children with autistic disorders. The methodology for determining the level of speech activity in children with autistic disorders of older preschool age included examination of the impressive side of speech (finding out the level of understanding of statements containing affectively significant words, the possibility of executing instructions in the context of a spontaneous situation and following instructions outside the context of the situation (examination in a spontaneous situation). Checking the understanding of the names of objects, the names of actions, the names of the qualities and properties of objects and spatio-temporal relations (examination in specially organized conditions). Checking the expressive side of speech (studying the quality of the use in speech of the corresponding linguistic units (words, phrases, phrases, sentences) and vocalizations, onomatopoeia and sound complexes, methods of verbal or non-verbal expression of desires and the presence or absence of one's own statements without provocations to speech activity on the part of the experimenter (examination in a spontaneous situation). Examination of the lexical stock (examination of the dictionary of nouns, the dictionary of verbs and the dictionary of adjectives), examination of the grammatical side of speech (examination of the skills of inflexion, word formation, combining two simple sentences into a complex one) and examination of the state of development of coherent speech (examination in specially organized conditions).
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