Перегляд за Автор "Klochek L."

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  • Ескіз
    Документ
    Developing prospective teachers' reflexivity in the process of professional training
    (AD ALTA: Journal of Interdisciplinary Research, 2021) Klochek L.; Melnychuk S.; Blyzniukova О.; Rzhevska-Shtefan Z.; Gelbak A.; Mankovska I.
    The article aims to study the development of reflexivity in future teachers in their professional training. It is pointed out that reflexivity is a personal formation. The pedagogical activity provides the teacher's comprehension and rethinking of his personal and professional manifestations and interactions with students. It is emphasized that reflexivity acts as a unique formation, and its manifestation at the mental level reflects a personal, professional, and social one. Future teachers' personal reflection is carried out by understanding and rethinking their meanings and values. The professional reflection is boiled down to understanding the meaningful parameters of professional self-awareness. Social reflection provides an opportunity to qualitatively assess one's ability to solve problem situations in pedagogical interactions. The research methods are substantiated, and the obtained results are presented. It is revealed that this education reached the highest level of development in senior students. In developing personal reflection, students who have experience of pedagogical practice in school strive for self-improvement, rethinking their values, and seeing as potential pedagogical activity subjects. It was found that students of different courses can establish cane interaction with students based on developed connections. Still, senior students - those studying in the master's program of the university have tremendous potential for more significant courses of the pedagogical process. It is proved that the progressive development of future teachers' ability to reflect on their social manifestations, analyze the situation of interaction with students, draw the right conclusions.
  • Ескіз
    Документ
    SENSORY DEVELOPMENT OF SENIOR PRE-SCHOOLERS WITH DEVELOPMENTAL DELAY BY MEANS OF MONTESSORI MATERIALS
    (Volodymyr Vynnychenko Central Ukrainian State University, 2024) Zavitrenko D.; Snisarenko I. Ye.; Klochek L.; Ratsul A.; Okolnycha T.; Kindei L.; Rudenko T.; Завітренко Д.; Снісаренко І. Є.; Клочек Л.; Рацул А.; Окольнича Т.; Киндей Л.; Руденко Т.
    The results of a study on the formation of reference images in preschool children with developmental delays (mental development delay) are analyzed. The authors focus on the development of sensory standards in children with developmental delays (DD), and also define the main areas of their formation in older preschoolers with DD using Montessori materials. Classes are conducted in a specially prepared environment. As the Montessori approach involves dividing the workspace into several areas, the following are traditionally distinguished: the natural environment zone, the practical life zone, the sensory zone, the language zone, and the mathematics zone. The teacher’s task is to focus on the child's interests. It is important to create conditions for the realization of their ideas and actions. Проаналізовано результати дослідження формування еталонних образів у дітей дошкільного віку із затримкою розвитку. Автори зосереджують увагу на розвитку сенсорних еталонів у дітей із затримкою психічного розвитку (ЗПР), а також визначають основні напрями їх формування у дітей старшого дошкільного віку із ЗПР засобами матеріалів Монтессорі. аняття проводяться у спеціально підготовленому середовищі. Оскільки підхід Монтессорі передбачає поділ простору діяльності на кілька зон, традиційно виокремлюють такі: природнича зона, зона практичного життя, сенсорна зона, мовленнєва зона та математична зона. Завдання педагога — орієнтуватися на інтереси дитини. Важливо створити умови для реалізації її ідей і дій.