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Journal The Pedagogical Process: Theory and Practice

248 articles
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Victoria Sologub
The Pedagogical Process: Theory and Practice pp 78-84; doi:10.28925/2078-1687.2019.1-2.7884

Abstract:The purpose of the research is to highlight the role of inclusive education in higher art educational institutions of Ukraine. The realization of this goal implies attention to the issue of introducing music education for people with special needs, ways of improving the educational process and its facilitation. The methodology of the research is connected with the use of methods of analysis and synthesis, thanks to which the actual problematic aspects that are available in this field are highlighted. The task of the study is to highlight the specifics of working with students in the class by specialty (using the example of mastering the art of playing the classical guitar). Thanks to the practice of working with students who have visual problems, the author of the article singles out the innovative algorithm for learning the music text and further work with the works. It is proposed to actively involve various programs related to typing notation text, recording audio files, processing them and modifying them. The scientific novelty consists in synthesizing practical conclusions obtained by the author in the course of teaching activities. A number of problem aspects and algorithms for their solution are singled out. The importance of learning a musical material with a teacher is emphasized, especially when it comes to persons with special abilities - visual impairments. Existing software, for example Finale, Sibelius and other music editors provide the ability to change the typed music text, its slowdown, and solfeging. Although this innovation is not capable of becoming a complete substitute for a nocturnal text, typed in Braille, it becomes a good alternative. In modern art education there are a number of problematic moments. First of all, despite the fact that the issue of introducing inclusive education in the Ukrainian space has been actualized, the practical implementation of this task involves a number of difficulties. Development and musical education in the guitar class by specialty involves the introduction of computer equipment and technically computer equipment during classes, which will simplify the process of learning and the subsequent reproduction of a musical text.
Mykhailo Alokhin
The Pedagogical Process: Theory and Practice pp 85-92; doi:10.28925/2078-1687.2019.1-2.8592

Abstract:The article is devoted to the problem of bullying in a student’s environment of a modern school. The author generalizes that the key features of a bullying as a form of violent action are aggressive negative behavior, systematic and repetitive acts of violent actions, intentional and disproportionate forces (power) between the parties to the conflict. According to the results of a sociological survey involving 561 teachers and 1321 schoolchildren aged 14–18 from 56 schools in Kryvy Rih, it was found that 10.4% of the polled students are aware of the significant scale of oppression of peers. In order to counteract the bullying, it is necessary to develop at school three-component model of the system of harassment prevention that consists of 3 subsystems: «integral approach in management», «education and upbringing», «intersectoral partnership». An important element in building a safe space is the steps to implement a restorative approach instead of a disciplinary one in dealing with school conflicts. In a restorative approach, teachers appeal to the empathic attitude of the participants in the conflict situation to each other and to realize the role of each in it, and offenders more often recognize their guilt and are approaching reconciliation and returning to harmonious relationships. The educational tools of the educational program «Lions Quest: Social and Emotional Competencies of the 21st Century», a set of educational programs «Solving Conflicts by Peace, are extremely effective. Basic skills of mediation»; Institutions of education can be implemented electives «I solve conflicts and build peace around myself», «Learn to be citizens».
Olga Karamysheva
The Pedagogical Process: Theory and Practice pp 93-99; doi:10.28925/2078-1687.2019.1-2.9399

Abstract:The article reveals the influence of the family on emotional development and formation of the emotional sphere of a child of middle preschool age. The analysis of psychological domestic and foreign literature is made. The article uses citations of researchers on this issue. This article describes the styles of family education and their characteristics, the classification of the main emotions of the child, and experimental research, which was conducted on the basis of pre-school educational institution number 455 of Kiev. Our study consisted of two stages. At the first stage, it was aimed at identifying a child’s preferred parenting style and perceiving the child as it is. At the second stage of the study, the diagnosis of the level of anxiety in children, the presence of fears and the attitude of the child to the family, family ties and places of the child in the family were conducted. The article describes the methods by which parents and their children were diagnosed; explanations and descriptions of the diagnostic results of parents and children are given. There are two methods for the diagnosis of fathers, and three for the diagnosis of children. The study was attended by twenty children of five years old and their parents. During the research, the influence of the family on the emotional development of a child of middle preschool age, the importance of emotional family relationships for harmonious development was experimentally grounded. The results of the study are documented in the text of the article in the form of drawings. According to the results of the research, conclusions have been drawn that point to the need for a more thoughtful choice of methods of education and communication with children, which will contribute to the harmonious emotional development of the child. Parents and educators are given recommendations. The prospects for further research are indicated.
The Pedagogical Process: Theory and Practice pp 100-105; doi:10.28925/2078-1687.2019.1-2.100105

Abstract:The article is devoted to the identification of the higher education development trends on the basis of the key analytical documents analysis of the following international organizations in higher education: United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Cooperation and Development (ОЕCD), World Bank, European University Association. UNESCO documents are focused on the autonomy of higher education institutions and academic freedom. Autonomy means that degree of self-governance necessary for effective decision making by institutions of higher education regarding their academic work, standards, management and related activities consistent with systems of public accountability, especially in respect of funding provided by the state, and respect for academic freedom and human rights. However, the nature of institutional autonomy may differ according to the type of establishment involved. Autonomy is the institutional form of academic freedom and a necessary precondition to guarantee the proper fulfilment of the functions entrusted to higher-education teaching personnel and institutions. The World Bank Analytical reports are emphasized on the financial autonomy as an integral part of the higher education financing system. The OECD reports are devoted to the university autonomy in the context of financing, quality assessment and management of higher education institutions. The tendencies of the development of higher education systems in Europe are defined. They are increasing of the role of higher education in ensuring the competitiveness of countries in the world economic community; increasing of the universities competition in market economy and controlling over the public financial resources effective using; increasing demands for higher education quality; decentralization of higher education institutions management; development of the institutional autonomy and academic freedom; the interconnection of institutional autonomy, accountability and responsibility for the quality of higher education; the educational paradigm changing in terms of learning and teaching recognition as key institutional priorities.
A. Sklyaruk
The Pedagogical Process: Theory and Practice pp 84-88; doi:10.28925/2078-1687.2016.1.8488

G. Ravluk
The Pedagogical Process: Theory and Practice pp 93-98; doi:10.28925/2078-1687.2016.1.9398

H. Radchuk
The Pedagogical Process: Theory and Practice pp 16-20; doi:10.28925/2078-1687.2016.1.1620

O. Rafikov
The Pedagogical Process: Theory and Practice pp 65-68; doi:10.28925/2078-1687.2016.1.6568

V. Shmarhun
The Pedagogical Process: Theory and Practice pp 35-41; doi:10.28925/2078-1687.2016.1.3541

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