Development of university students' creative abilities is one of the most important problems of modern education. The article discusses its relevancy and appropriateness, the coverage of this problem in psychological and pedagogical literature and presents the results of the pedagogical experiment. The article describes the basic components of creative abilities development, levels and pedagogical conditions for university students' creative abilities development. The trial infrastructure for the study and the experiment was provided by the Institute of Psychology and Education of Kazan Federal University. The pedagogical experiment proved the correctness of the hypothesis and the relevance of theoretical basis for implementing pedagogical conditions of university students' creative abilities development.
Every child with disabilities is unique both according to the state and the rate of development, therefore early correctional help is a means aimed to form those skills and abilities which the child is ready to perceive at the time; the help should be individualized as much as possible. Thus it is necessary to provide maximum opportunities for the child's development. Purposeful, laborious and patient work is required. Teachers should have a clear idea of how and what to teach the child, how to treat the child's behavior and difficulties during lessons, how to consider the child's abilities, to smooth the peculiarities of the child's state caused by disease. The article deals with the relevance of the problem, using play therapy with children with disabilities in psychological, educational, social and philosophical literature, the study of the problem in Russia, research methodology and experimental study on the issue. The results of pedagogical experiment allow to come to the conclusion about the effectiveness of the developed program which consist of different folk plays.
The article presents the results of the study aimed at adolescent social competence development. The conduct of this study was conditioned by the fact that the prosperity and the success of a modern man depends on the ability to solve problems, on his awareness of social space issues, the degree of social competence development that make it possible to achieve the desired goals and come to a necessary result. In the framework of this study, psychopedagogical literature was analyzed, various approaches were identified to define the notion of "social competence", the age characteristics of adolescents were identified, the diagnostic tools were selected ("The scale of social competence" by A.M. Prikhozhan, "The methodology for student socialization study by M.I. Rozhkov, G. Gilford's "Social Intelligence Test"). The study was conducted on the basis of the school in Kazan. 30 teenagers took part in the experiment (15 boys, 15 girls) at the age of 13-14. Based on the generalization of theoretical knowledge concerning the formation of social competence, taking into account the age characteristics of adolescents and obtained empirical data, we compiled a psycho-pedagogical program. The program included organized forms and the methods of work on the development of lagging indicators of adolescent social competence, it was conducted once a week for 45 -50 minutes in a classroom and after-hours.
The educator in extended education by virtue of the characteristics of his profession; forms the tastes, attitudes, beliefs and ideals of students. The formation of communicative competence is a key component of the professional look of the modern teacher of continuing education. The communicative competence of an additional education teacher is: 1) the ability to make a socio-psychological forecast of a communicative situation in which a communicative interaction is to be; 2) the ability to program the communication process, relying on the originality of the communicative situation, thirdly, the ability to manage communication processes in a communicative situation. Based on the foregoing, the purpose of the study is the theoretical justification and experimental verification of the content, a complex of forms and methods that ensure the effective formation of communicative competence in future teachers of further education. Research methods: diagnostic testing using the methods of "Communicative and organizational inclinations", the questionnaire "Measuring communicative and social competence", "Assessing the level of conflict of personality", observation, questionnaire, pedagogical experiment;-data processing methods: qualitative and quantitative analysis, paired t-student test, G-test signs, Wilcoxon t-test. The experimental base was the Institute of Psychology and Education of the Kazan Federal University. At the formative stage of the study, we implemented a program to form the communicative competence of future additional education teachers. The use of Student's t-test showed that after the experiment, there are significant differences in all the studied qualities.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.