Метричность патриотического воспитания детей дошкольного возраста: диагностический аспект

As an innovative form of digital online education, educational games have potentially significant impacts on preschool children's enlightenment education. Identifying key factors for effective design is crucial in game development. This study identifies key factors for the design of educational games aimed at preschool children's enlightenment through decision analysis methods. The specific research steps include using SET analysis method to identify gaps in development opportunities, employing the Analytic Hierarchy Process to construct an interactive system design model for enlightenment educational games, calculating the weight value of each factor, and pinpointing the key factors for design practice. Based on this methodology, an enlightenment educational game has been developed, and Fuzzy Comprehensive Evaluation method has been utilized to assess the practical implementation. The approach outlined in this study enables designers to swiftly recognize the critical elements in designing educational games for preschool children's enlightenment, facilitating a responsive design process, achieving effective game designs, and ultimately enhancing preschool children's learning interest and outcomes.

The article considers the definitions of the concept of "patriotic upbringing of children of senior preschool age". The structure of this concept is determined: cognitive, emotional-value, behavioral components, each of which includes elements that characterize and reveal their essence. Criteria ("perception of patriotism", "manifestation of patriotism in behavior", "desire to show patriotism") and the corresponding indicators, levels (high, average, low) of patriotic upbringing of children of senior preschool age are defined. The program of the ascertaining stage of the experiment, in order to study the state of patriotic upbringing of older preschool children in parental-educational interaction, is described.Key words: patriotic upbringing, children of senior preschool age, parental-educational interaction, structure of patriotic upbringing.

The article discusses of Z generation parents education through andragogical systems. Generation Z refers to those individuals who were born in the decade following the widespread emergence of the World Wide Web, from the mid-1990’s to the early 2000’s. Most of Generation Z comprises the children of Gen X, although some may be children of later Baby Boomers. Generation Y and Generation Z are often combined and share many characteristics, most notably a savvy with technology and a comfort-level with the global world. However, Generation Z will likely show some strong consumer-oriented differences from Generation Y because of the age of these individuals during periods of economic recession. Four trends are likely to characterize Generation Z as consumers: a focus on innovation; an insistence on convenience; an underlying desire for security, and a tendency toward escapism. Each of these trends are discussed in turn below. Priority education accrues to the family as the overriding social institute where people suffer first and most important socialization. Other public structures, socialization is a little later. Families with no auxiliary Institute, seeking to create and maintain the existing structures and relations in the country, while the main condition for realizing human potential, is an institution which has unique features, a significant impact on personality formation and social development. The family, as the first social institutions, has a major impact on children's education, but the child started attending an educational institution care for the child's education and upbringing are reduced. Parents stop to be interested in their child problems, achievements, then disposing of education and training to function in an education institution. Is commonly observed that few parents communicate with teachers, educational institutions are reluctant to participate in community life. The family as an institution leads to pre-school children's education office complexity. Development of parental rights and obligations appears from the need for them to find a qualified educational assistance to children's education area. Therefore, educational institutions are addressing both issues of parental education, development of formal models micro studying. In this way, it allows parents to learn the same environment in which nurtures and their children. This is consistent with parents' needs, helping them with teachers to address Z generation children's educational development issues. At the same time pre-school institutions is enhanced by both parents, as adults group, a personal interest in education in general, as well as orientation to the pre-school modernization. This article deals with andragogical system provided to parents to parents' engagement in school life, suitable for a child learning to create a climate, the motivation to maintain in order to make appropriate learning and life conditions. Andragogical means of encouraging parents to become involved in community activities in educational institutions as being of its members are active not only contributes to children's education institutions in management, but it will be acquired from the planning, coordination, organization and evaluation skills. KEYWORDS: andragogical systems, parents, Z generation. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.671

The purpose of this study was to fill this gap by examining the relationship between phonological memory in preschool children and their passive (watching TV) and active screen time with using of Smart Screen Technologies such as tablets and phones with a touch screen interface. Study was conducted in two stages: in Time 1, the association between children’s phonological memory, passive and active screen time and family factors was examined; in Time 2 (1 year later) the impact of passive and active screen time on a child’s individual progress in phonological memory development was evaluated. The study enrolled 122 preschool children aged 5–6 years (M= 5.72, SD = 0.33); boys (54.9%). Information on each child’s average daily passive and active screen time was obtained from a survey with the mother. The survey provided information on how much time each child spent on a typical day with passive (“traditional”) and active (interactive) use of digital devices. For family factors, we included maternal highest educational qualification, family’s financial situation. For children’s characteristics, age, gender and non-verbal fluid intelligence were included. The results indicate that time spent passively with digital devices (watching TV) is negatively related to a child’s ability to process verbal information. In contrast, the interactive time the child spent with Smart Screen Technologies is not significant and does not pose a threat to the development of phonological memory in preschool age. The study also showed that passive and active use of digital devices has no long-term impact on children’s phonological memory development progress over a year. The implications are that use of Smart Screen Technologies, which implies a higher degree of interactivity, is not associated with either short- or long-term negative effects on phonological memory development in preschool age, contrary to passive screen time exposure. The results can be applied in the elaboration of principles and programs on the use of digital devices for the entertainment and education of preschool children.

This article describes an innovative education system of pre-school music education “Music world” byT. I. Baklanova, and G. P. Novikova included in a new system of Russian preschool education “Paths”.The education system “Music world” consists of an author’s concept, an integrated programme of musical education, training, development and improvement of health of children of preschool age (3-7 years), two grants for children, methodical recommendations for tutors and musical directors of preschool educational organizations. This education system is developed on a successive basis with a set of textbooks “Music” of T.I. Baklanova (“Planet of Knowledge” series).The integrated approach to five main directions of development and education of children included in the new Federal state educational standards of preschool education is applied in the education system “Music world” for the first time. It is social and communicative, informative, speech, art and esthetic and physical development. These directions are realized in “Music world” in several interconnected interdisciplinary contexts: axiological, cultural and historical, ethnocultural, etc. Polycontextual approach to development of maintenance of preschool music education in combination with integration in him all directions of development and education of preschool children causes scientific novelty, practical importance and efficiency of the education system “Music world”.

The article provides a comprehensive theoretical and practical understanding of the spiritual and moral foundations of teaching and educating preschool children in the context of contemporary sociocultural challenges. The author analyzes the philosophical, psychological, and pedagogical foundations of the formation of a child's inner world, their moral sensitivity, emotional openness, ability to empathize, reflect, and make virtuous choices. Particular attention is paid to the humanistic approach, which considers the child as a unique spiritual being capable of self-development, moral growth, and understanding of their own “I” in interaction with others.The study outlines the key components of spiritual and moral education: value-oriented content of the educational process, the ethical context of games, fairy tales, art, dialogical teaching methods, as well as the role of the emotional environment, family, and pedagogical example. It examines contemporary challenges that affect the spiritual development of children: digitalization, fragmentation of social ties, decreased emotional sensitivity, and information overload. The author proposes ways to adapt educational practices to new conditions, in particular through the integration of elements of media education, emotional intelligence, ethical reflection, and an interdisciplinary approach.The article provides examples of pedagogical tools that contribute to the spiritual enrichment of preschool children. It emphasizes the importance of partnership between educators, parents, and the social environment in shaping a child's moral resilience, spiritual depth, and ethical responsibility. Ways of implementing spiritual and moral education and upbringing of preschool children in the context of modern challenges are proposed, in particular: play activities as a space for moral experience, aesthetic education through art, dialogical and reflective methods, value-oriented classes, as well as joint activities with the family. Particular attention is paid to the importance of the moral environment of preschool educational institutions.The author emphasizes the need to integrate ethical, aesthetic, and psychological components into daily educational practice, as well as the importance of partnership between teachers and parents in shaping the spiritual foundation of the personality.The research materials can be used in educational practice, scientific and methodological work, the preparation of educational programs and training courses for teachers, as well as in preschool education aimed at developing children's spiritual and moral maturity and resilience.

The article provides a theoretical generalisation of the patterns of development of engineering thinking of preschool children in accordance with the content of the Basic Component of Preschool Education. The technologies of preschool education are reviewed in view of the need to stimulate children's interest in engineering, IT and other technological fields and to increase the level of technical and creative skills of preschoolers. The peculiarities of implementing STREAM learning in the educational process of preschool education are analysed and the means that can be used for its successful implementation in the formation of a culture of engineering thinking of preschool children are proposed. It is established that the fusion of creative, artistic and engineering approaches in education allows to stimulate and retain the cognitive motivation of preschoolers and is defined as a leading element for the formation of the foundations of deep engineering thinking. It is proved that the introduction of STREAM in the educational process of preschool education contributes to the development of not only specific skills and knowledge, but also forms a holistic vision of the world where science and technology are intertwined with creativity and art. Art is seen as an innovative tool that is a key factor in the upbringing and education of preschool children. The use of artistic creativity to develop engineering thinking not only enriches the educational process, but also creates unique opportunities for children to develop a set of skills that are essential in the 21st century. The formation of a culture of engineering thinking through art is beneficial not only at the stage of childhood development, but also in the future life of the individual.

Arts play a vital role in the development of children in preschool education. Artistic expression within the kindergarten setting offers children opportunities to explore the world around them, enhance their imagination, strengthen their self-confidence and creativity, express their ideas through various media, enrich their emotional world, and cultivate their cultural awareness. Today, engagement with the creation of art serves as an effective means of creative representation and communication of ideas and emotions for preschool children. Findings from numerous studies highlight the impact and significance of integrating arts into early childhood education, linking them to the development of lifelong learning skills. The international academic community recognizes the importance of building children's capacity to respond effectively to situations that require critical thinking, reflection, autonomy, creativity, and decision-making. Incorporating artful thinking (A.T.) and thinking routines (T.R.) into kindergarten classrooms has been shown to support both artistic reasoning and the development of children’s critical thinking skills. But how artful thinking, thinking routines, and the arts are connected in early childhood education? Can thinking routines, in the context of art, become effective and meaningful in developing children’s critical thinking skills? The purpose of the present study is to implement and evaluate a program for introducing works of art by pre-service kindergarten teachers (P.K.T.) to preschool children through the technique of artful thinking. Specifically, this research aims to investigate whether an innovative education program based on global artworks—conducted during the teaching practice of pre-service kindergarten teachers—can enhance preschool children's thinking skills through artful thinking routines. The study sample consists of 40 third-year pre-service kindergarten teachers from the Department of Preschool Education at the University of Crete, who are teaching in five public kindergartens in the prefecture of Rethymno during the 2024–2025 academic year. Data will be collected and analyzed through the examination of pre-service kindergarten teachers’ individual portfolios, classroom observation of their instructional interventions, and an evaluation questionnaire on the art program. The findings indicate a notable enhancement in young children's critical thinking skills as a result of the systematic implementation of thinking routines and the artful thinking approach within art-integrated instructional interventions. These pedagogical practices appear to support both the process of active knowledge discovery and the cultivation of aesthetic literacy, while also strengthening children’s reflective and interpretive abilities. Moreover, the majority of pre-service kindergarten teachers expressed a positive attitude toward the art program based on artful thinking, acknowledging its contribution to children’s cognitive development and creative expression.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0110/a.php" alt="Hit counter" /></p>

The article covers current trends in the worldwide experience of quality assessment in preschool education. The authors have analyzed the world's best practices in assessing the quality of preschool education. One of the tools recognized in the world community is the ECERS-R scale. The authors share understanding of the ways to apply these scales to quality assessment in accord with the requirements of the Federal State Educational Standard for preschool education and make it possible to assess the quality of conditions for development, moral instruction and education of preschool children. The ECERS-R scores make it possible to reveal the development vector of a preschool educational organization. When using ECERS-R scales for a comprehensive assessment of the quality of education in preschool educational organizations, the assessment becomes the key to the development of the preschool establishment. Identifying and bridging the gap between the norm of the standard and activities of the institution, i.e. the goal and the reality, shape the key directions in work. On the basis of this assessment, a program for development of a preschool organization should be defined. The authors conducted a research on introducing the ECERS-R scales into activities of the teaching staff to improve the quality of interaction between employees. The researchers worked out and implemented a plan for improving staff interaction and collaboration based on the ECERS-R scales. The work carried out showed a significant qualitative improvement in the interaction between employees, which consequently affects the education quality.

The paper focuses on creative dramatics in pre-school education as an important means of the children creativity development. The research deals with a qualitative research through a case study as the detailed education research in a selected nursery school. The aim of the research is to identify and describe children creativity development thinking and the impact of applying creative dramatics in education on the development of children creativity in pre-school age. The case study provides us with a detailed record from an interview with a teacher who demonstrates her interest and expertise in applying elements of creative dramatics in education of pre-school children. During research investigation, the deeper analysis focused on pre-school education through case study in nursery school, which used methods and techniques of creative dramatics. The realization of Torrances Creative Thinking Test for Children brings the interesting results in the development of childrens creativity. The results mainly refer to a significant increase in originality and elaboration of children, which is an inspiring impulse for pre-school education. The research study demonstrates significant results of the development of childrens creativity through observation, interview, and test-thinking. The research contributes to appreciation of creative dramatics as an effective method in the children creativity development.

Information and communication technologies play an increasingly important role in society, in the sense that all areas and professions make use of digital resources. The school can not be brushed off this reality, aim to create full subjects and integrated in society today. Educational software can be used very early in the education of children, but they must be carefully and monitoring. This article aims to present the results of the use of educational software in English to the awareness of context with children of pre-school education in kindergarten, nursery center Redemptorist Fathers - The smallest fox in White Castle, a 21 group children under 5 years. Early awareness of foreign language such as English can be started with digital multimedia capabilities and various software available on the market. However, the small study described the case reveals some resistance from parents and educators, in the preparation of these to choose and monitor the use of ICT by children, in addition to also highlight the self-interest of the children involved and their learning a few words in English language in different contexts of daily worked. The study opens perspectives on close monitoring needs of such uses and training of educators in the field of use of resources multilingual awareness in pre-school education.

The role of a teacher is very important in providing enjoyable and interactive learning methods, one of which is block play, to achieve cognitive development in preschool-aged children. This research uses the library research method or literature study approach. In this research, references include books, previous research journals, articles in the form of magazines or newspapers, and other scientific writings. This research provides a description of the role of teachers in the development of learning methods such as block play in the cognitive development of preschool children. Semi-structured interviews and structured observations of teachers who teach preschool children. The contributions of the research include a) interactive learning activities that incorporate games during learning, b) active participation of teachers in implementing interactive learning methods can enhance cognitive development, c) the establishment of cooperation with early childhood education providers and kindergartens, d) creativity that can be created and developed to improve cognitive abilities. The role of teachers in the development of interactive learning methods through block play becomes the focus of discussion to enhance cognitive abilities, so that preschool children have good memory, problem-solving skills, intellectual capacity, logic, and decision-making, especially at the later stages of development when children enter elementary school.

The conducted research was sanctified to the problem of development of pedagogical principles of management development of preschool educational establishment. During research the hypothetical positions expressed by us were confirmed that administrative activity of leader of preschool educational establishment can provide optimal terms for individually-creative development of personality of child and teacher, if built on the theoretical understanding of management as ways of achievement of personality-developing aims. The analysis of scientific literature gave an opportunity to expose contradictions between the level of development of management theory and scientific going near control system by education; between scientific requirements to organization of the system of administrative activity and real state of control system in practice of functioning of establishments; between the requirements of time to development of innovative activity of educational establishments and control system by innovative processes; between quality of result of activity of establishment and approach of the systems to the management development of education; between quality of result of activity of establishment and control system by quality of education. It gave an opportunity to define importance and necessity of development of questions of quality management of preschool education on approach of the systems to us. It was established that two aspects are distinguished in the structure of the teaching team - business (socio-economic) and socio-pedagogical. The business (socio-economic) section of the team is based on industrial relations, job hierarchy, serves the production function and finds its expression in the formal organizational structure. It has been proven that in the management of the teaching staff, it is important to create a rational structure of organizational relations that balances the rights and responsibilities of employees. During realization research was outlined circle of problems that require further development. These problems can be related to the necessity of search of pedagogical facilities and forms of work with the teachers of collective in relation to initiation of their administrative activity in the process of studies, education of preschool children; with creation of the system of administrative methods of stimulation and encouragement of individual work of specialists.

special education-professional and scientific issues Abstract Inclusive education is a rational concept that refers to the overall and long-term transformation of institutional systems in society, especially in education. Along with the transformation, a number of important and unresolved issues still appear in both theory and practice, as the duty of pre-school institutions and schools is to educate every student in the mainstream education system. One of the most important aspects of inclusion is the inclusive culture. Regardless of the good inclusive policy and practice, one cannot talk about successful inclusion without a properly developed inclusive institutional culture. This paper is a contribution to the research considering the development of inclusive culture in three preschool institutions. It is based on the thinking and attitudes of the pre-school staff toward the necessity of developing and nurturing an inclusive culture. Successful inclusion of pupils with special needs in the mainstream school system cannot be conceived without an inclusive culture. Key words: inclusive education, inclusive culture, preschool institutions. Introduction Previous experiences in our country show that a very low number of children with disabilities are included in the preschool education system. Considering the fact that preschool education of children with disabilities represents the primary link to the education system and is a very important aspect of the integral rehabilitation system, paying more attention to this issue is necessary. There are three important factors for successful inclusion of children with disabilities in preschool education: inclusive culture, inclusive politics and inclusive practices. There are numerous arguments which show that inclusive culture is the most influential aspect in the process of inclusion of children with disabilities (1). According to Booth and Ainscow, the indicators for inclusive culture's development are: everyone is welcome, pupils help each other, the staff collaborates with each other, the employees and pupils have a mutual respect, there is a close collaboration between the staff and the parents/carers, all available resources are included in the educational institution. We consider that if these become part of our educational system, improvements in an inclusive culture will follow (2). The goal of this research is to determine the presence of inclusive culture in the preschool institutions by using the Index of Inclusion. The results of the research will contribute to the promotion of the general knowledge of the problem, as well as to the humanization of the conditions that are present in the preschool education for children with disabilities. They will also give support for further implementation of the inclusion process in other preschool institutions. Materials and methods The goal of the research is to determine the attitude of preschool staff toward the process of inclusion of children with disabilities. The research was conducted in 3 preschool institutions in different municipalities: Beli Mugri - Skopje (3), Detska radost - Gostivar (4) and Mladost - Tetovo (5). The entire educational staff of these preschool institutions, 78 examinees precisely, were included in the examination process grouped in the following way: * 23 examinees from the preschool institution Beli Mugri - Skopje, of which 21 teachers, 1 psychologist and 1 pedagogy. * 25 examinees from the preschool institution Detska radost - Gostivar, of which 23 teachers, 1 psychologist and 1 pedagogic. * 30 examinees from the preschool institution Mladost - Tetovo, among which 26 were teachers, 2 were social workers, 1 was pedagogic and 1 was psychologist. The research was conducted in the period between June and July, 2010. Methods: A quantitative data processing method was used with the help of numeric and percentage type, as well as the method of analysis of the results obtained from the research. …

Rewards and Punishments in the Education of Preschool Children