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The concept of “system” is used in various fields of knowledge, since each science deals with the study and practical application of complex system objects and must find ways to accurately describe, study and build them. Not a single science can do without the use of systems research methods. The purpose of the systems approach is to single out integral systemic phenomena as objects of study, find integration mechanisms, identify necessary and sufficient conditions for the existence of a certain systemic phenomenon, study integrative systemic qualities, design an object that realizes a certain goal. The aim of the study is to determine the theoretical and methodological foundations of a systems approach in pedagogical science. To reach this aim, scientific and methodological literature were analyzed in the work to define the concepts of system, systems approach, and pedagogical system; to identify the main components of the systems approach, its structure, functioning and significance in practical application; and to identify differences between the systems approach and holistic and integrated approaches. At present, in educational activity there is a need for integration and differentiation of its components, aimed at the processes of intensification. In this regard, the question arises about the mechanisms for minimizing the constituent elements of the system without losing its quality and functioning. Consistency in pedagogical activity is often considered from a theoretical and managerial point of view. The theoretical meaning of this concept includes the creation of a pedagogical system based on methodological principles and conceptual approaches to building educational activities. The managerial meaning of the system lies in the control and regulation of educational activities aimed at their improvement. The systems approach is considered more broadly than the integrated and holistic approaches because it includes connections that are both at the same and different ordinal levels. In turn, holistic and integrated approaches can be considered as identical concepts that have mutually conditioning relationships. The systems approach in pedagogical activity plays a role not only in systematizing the elements of the system (determining their place and location in it), but also in their hierarchy, revealing interdependent relationships that imply the creation of more effective educational activities.
To date, in the programs implemented according to the Montessori method, the section “Physical Education” has not been adapted. The section is aimed at developing the child's general culture, physical qualities and basic motor skills. In the process of physical education, the values of Maria Montessori are not realized. The Montessori pedagogical system is among the most relevant ones today as modern education is focused on the individualization of learning. The development of health in preschool children depends on their well-organized physical education, which should be directed towards the children's harmonious development and considered in an integrative relationship with the various sections of the preschool education program (artisti c, aesthetic, educational, verbal and socio-communicative development). The aim of the research is to develop the structure and content of the model of physical education of preschool children in the Montessori pedagogical system and check its effectiveness in a pedagogical experiment. To reach this aim, the following research methods were used: pedagogical observations, modeling, pedagogical testing, pedagogical experiment, mathematical and statistical data processing. In the course of the pedagogical experiment, a control (15 girls and 15 boys) and an experimental (15 girls and 15 boys) group were formed; a total of 60 five- and six-year-old pupils of the Montessori preschool educational institution in Tomsk took part in the study. To assess the effectiveness of the developed model, the following tests were selected: shuttle run 3x5 m, standing long jump, medicine ball throw, seated forward bends, ball catching at a distance of 5 meters. The model of preschoolers' physical education based on the integration of personality-oriented, activity-based, synergetic and technological approaches in the Montessori pedagogical system has shown its effectiveness. The research shows a positive dynamics of indicators reflecting the level of preschoo lers' motor readiness after the pedagogical experiment. At the end of the exp eriment, when comparing the indices of motor readiness demonstrated by the experimental group before and after the experiment, statistically significant differences were revealed in motor tests (ball catching at a distance of 5 m, shuttle run (3x5 m), medicine ball throwing), which indicates the effectiveness of the proposed model of five- and six-year-old preschoolers' physical education.
ВЛИЯНИЕ ОЛИМПИЙСКОГО ОБРАЗОВАНИЯ НА САМООЦЕНКУ ДЕТЕЙ В УСЛОВИЯХ ДЕТСКОГО ОБРАЗОВАТЕЛЬНО-ОЗДОРОВИТЕЛЬНОГО ЛАГЕРЯРассматриваются результаты применения олимпийского образования детей среднего школьного возраста в условиях детского образовательно-оздоровительного лагеря. Показана возможность применения олимпийского образования для повышения самооценки детей. В качестве главного средства формирования самооценки детей рассматриваются олимпийские уроки. Приводятся результаты положительного влияния олимпийского образования на формирование адекватной самооценки в процессе учебной и физкультурно-спортивной деятельности детей среднего школьного возраста в условиях детского образовательно-оздоровительного лагеря. Ключевые слова: олимпийское образование; самооценка; дети среднего школьного возраста; физкультурно-спортивная деятельность.
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