Pedagogical Consolidation of Pupil-Athletes’ Knowledge of Humanities

The article is dedicated to modern approaches to development of digital civic space of the modern school, which is a new phenomenon in Ukraine. A brief analysis of results of recent scientific researches that raise the issue of digital citizenship in postmodern times is given. Theoretical principles and practical experience of European countries to create a digital civic space are considered. Definitions of “civic consciousness” and “digital citizenship”, “creativity”, “postmodernism” are given. Modern approaches to development of digital competence of participants in the educational process are singled out. Vision of the Council of Europe on the components of digital citizenship is considered, which is seen as empowering students and acquiring the necessary digital skills for successful self-realization in the postmodern era. A brief description of the Conceptual Model of Digital Citizenship Education adopted by the Council of Europe is given, emphasizing the importance of systematicity and consistency in its implementation. Prerequisites for achieving results of this Conceptual Model are generalized and highlighted. Tools for auditing the digital civic space of a modern school are proposed, which allows to determine the level of development of basic skills of a digital citizen in all participants in the educational process. The main audit methods for this tool are surveys, audit of school records and determination of access to digital technologies. The importance of integrating the content of the Conceptual Model of Education on Digital Citizenship into the content of subjects is emphasized, which should be reflected in the school documentation at different levels: from the Educational Program to the teacher’s lesson plan. Criteria and indicators for auditing the school’s digital civic space are detailed.

Section: Building a Digital Civic Space At Schoolmentioning

confidence: 99%

Audit of Digital Civic Space in the Modern School: from Teacher to Creative Leader

Vlasenko

Павленко

Сhemerys

et al. 2021

“…On the other hand, real adults' attitude towards them does not correspond to their new insights, which is why they strive for independence and individual behavioural manifestations. Due to their lack of necessary experience in independent activities, pupils may deal with numerous life problems, which proves that adolescence is the most sensitive period for developing experience in independent creative handicraft and technology activities (Komogorova et al, 2021;Maksymchuk, 2020a;Maksymchuk, 2020b;Onishchuk et al, 2020;Palamarchuk et al, 2020;Sheremet et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Developing Independent Creativity in Pupils: Neuroscientific Discourse and Ukraine’s Experience

Berbets

Babii

et al. 2021

Self Cite

The article deals with the process of updating the content and methods of technological training. The latter aims to form pupils’ skills of independent creativity and educational and handicraft activities, which act as the means of improving education quality. The international relevance of the article lies in the objectification of Ukraine’s experience, which can be used in the post-Soviet countries, given that these countries follow conservative principles in planning and implementing educational content. The article proves that the effectiveness of developing pupils’ experience of independent creativity during handicraft and technology lessons is determined by the following organizational and methodological conditions: comprehending the need for independent creativity; developing pupils’ positive motivation towards independent creative handicraft and technology activities; improving educational and methodological support; using innovative pedagogical technologies and information and communication technologies. The article summarizes research findings of certain Ukrainian and foreign researchers, which adds up to the generalized contribution of its authors.

“…The development of inclusive education in Ukraine requires changes both at the state level and in the practice of modern schools, which consist in neuropsychological support of a child with learning difficulties based on comprehensive diagnostics in terms of constant monitoring of their development, continuous improvement of methods and techniques of inclusive education for children of primary school age (Komogorova et al, 2021;Maksymchuk et al, 2020b;Melnyk et al, 2021;Sheremet et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Neuropsychological Support of Education and Creative Activity of Primary School Age Children with Special Educational Needs

Sushchenko

Lysohor

Pavlyk

et al. 2021

It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils. It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.). Means of neuropsychological correction are presented, which are represented by two blocks: formation and development of a sensorimotor component of higher mental functions and development and correction of cognitive functions and components that are part of them. The organizational and pedagogical conditions for the development of junior schoolchildren's creativity with special educational needs have been developed and experimentally tested, in particular: the creation of a creative development environment through the introduction of game teaching methods; intensification of subject to subject interaction of participants of the educational process in the conditions of inclusive education based on partnership pedagogy; maximum enrichment of subjects with creative content to increase the experience of creative self-expression of students in lessons and extracurricular activities successfully tested during the formative stage of the experiment.