Logical-argumentative Basics of Educational Culture

Ivlev, Vitaly; Ivlev, Yury; Ивлева, Марина

doi:10.2991/icelaic-17.2017.38

Cited by 28 publications

(27 citation statements)

References 2 publications

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“…This is the beginning of a life phase requiring independence in the decision-making. The university's environment, being an active one, is represented by a variety of social spheres and roles, it has the facilities to form a true identity [10] [11].…”

Section: Methodsmentioning

confidence: 99%

Social Identity of Students with Hearing Impairment in a Technical University

Avdeeva¹,

Safonova²

2019

Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)

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The article is devoted to topical issues of social identity formation of students with hearing impairment in a technical university. The current level of technology gives the possibility to compensate for hearing impairment and creates preconditions for the integration of hard-of-hearing people into society. It is shown that the specific social identity of students with a deaf community, the perception of deafness as a "special cultural status" can hinder motivation to integrate, to use modern technical means, for the development of social and professional competencies. The article highlights the mature and diffuse social identity of students, describes their behavioral manifestations in communication, in the educational process and in professional activities. It is concluded that special measures are needed to form the social identity of students with hearing impairment.

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Section: Methodsmentioning

confidence: 99%

Social Identity of Students with Hearing Impairment in a Technical University

Avdeeva¹,

Safonova²

2019

Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)

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“…Deformation of the family environment is important: structural deformity (single-parent families) and psychological deformation, manifested in violation of the system of interpersonal relations and values, which leads to various personal deformations of the development of children and adolescents from social infantilism to asocial and delinquent behavior [18].…”

Section: Models Of Parental Behavior With Children From the Positmentioning

confidence: 99%

Socio-communicative Development of Children of Early and Preschool Age in the Context of Subject-Environment Interactions

Lidskaya¹,

Panyukov²

2019

Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)

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A prerequisite for the social and communicative development of children of early and preschool age is the development of their communicative abilities, which allows them to participate in joint activities. Using the ecopsychological typology of subject-environmental interactions (V.I. Panov), the analysis of the ability of communicative interactions of early age children, as well as the basic models of parental behavior with children (A.A. Rean), was carried out. It is shown that the communicative interactions of early age children with adults, children, and toys depend on their importance for the child and vary from object-object and subject-object in the direction to subjectgenerating and subject-joint types of subject-environment interactions. Moreover, a necessary condition for such dynamics is the assistance of an adult in shaping the child's need for communication and joint actions. Further, it is shown that of the three models of parental behavior cited by A.A. Rean, only the first model ("authoritative parental control") contributes to the development of communicative interactions with the child, which have the character of joint actions. Keywords-social and communicative development; children of early and preschool age; ecopsychological typology of subjectenvironment interactions; communicative interactions; children; adults; models of parental behavior I. INTRODUCTIONThe social and communicative development of children of early and preschool age is a prerequisite for the socialization of the child in the social environment and has a significant impact on his socialization in more adult age. The primary social environment for the development of social and communicative abilities, of course, is the family environment, children's and parent-child relationships.The development of communicative abilities of children of early and preschool age in interactions with the social environment was considered by many researchers. These studies were devoted to the study of the genesis of communication and joint activities in early and preschool years [1], the formation of the child's personality in communication [2], the characteristics and ways of developing communication skills of preschool children [3] [4]. At the same time, different authors agree that:In the most general form, the preschooler's communicative abilities are understood to be his ability to consciously manage his behavior and speech in accordance with the goals of communication;Development of communicative abilities of a preschooler and his personality occurs in interaction with adults and other children. This idea, formulated by L.S. Vygotskiy [5], is also confirmed in the works of modern, including foreign, specialists, one of those publications is called: "The interaction between teachers and children is the main mechanism by which children learn and develop"[6]; the necessary condition for the development of communicative abilities of children of early and preschool age is communication in joint activities, most often in play activities.But can a...

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“…they would like to appear in a friendly-oriented working environment with support, complicity and mentoring guidance. Students expect flexible and creative working conditions and least of all they are ready to work in an organization with a rigid structure and control with competition as the basis of the relationship [19].…”

Section: Cultural Background Of Russian Students' Educational Acmentioning

confidence: 99%

Essential Problems of Russian Students’ Educational Activities Style Evaluation

Novikova¹,

Ivlev²,

Galukhin³

2019

Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)

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This paper presents the results of the interdisciplinary study of the relationship between teleological determinants, cognitive constituents and individual features of the student's activities within the framework of general educational process. We assume that heuristic educational programs should be developed on the basis of taking into account the alternative cognitive dispositions of students, their attitudes, preferences and styles. The study of students' cognitive styles is designed to reveal the possibilities of improving actual educational practices. This would enable to develop the most efficient learning and teaching strategies and to identify the prominent ways of forming personal attitudes towards education in accordance with social requirements and professional standards. Specifically, this paper considers the issue of how academic corporate culture influences the students' cognitive styles manifested in educational activities. The main constituents of academic corporate culture such as educational standards, values and beliefs play a significant role in framing the vision of the opportunities of the student's personal enhancement as a future professional. The stylistic features of Russian students' educational activities are mainly formed under the influence of professional career guidance and actual demands of the labor market. But this determination does not exclude factors that possibly could lead to the deformation of personal development.

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Logical-argumentative Basics of Educational Culture

Abstract: Abstract-The

Cited by 28 publications

References 2 publications

Social Identity of Students with Hearing Impairment in a Technical University

Social Identity of Students with Hearing Impairment in a Technical University

Socio-communicative Development of Children of Early and Preschool Age in the Context of Subject-Environment Interactions

Essential Problems of Russian Students’ Educational Activities Style Evaluation

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