Педагогика развития и сотрудничества

It is widely known that education is the unity of training and upbringing; it plays a crucial role in the formation of personality. At the same time, modern education with the prevailing natural science approach and pragmatic orientation loses one of its main components – formation of the value of the spiritual world of a person living in the material world. Among the problems updated by the current situation, the problem of reconsidering the interrelation of such phenomena as “individuality” and “collectivity” stands out.

The article presents the experience of creating new forms of interaction between students, university teachers and school teachers in order to increase the interest of young people in a teaching profession. It demonstrates how to organize their communication so that in the polylogue they can exchange views on very acute and controversial issues for the education system, to see and hear each other’s opinions.

Modern socio-cultural situation and changes that are taking place in preschool education, determine the relevance of the problem of enhancing children’s interest in learning about the world around them. Among various tools that ensure productiveness of work in this sphere project activity occupies a special place. The purpose of the study presented in the article is to theoretically substantiate pedagogical conditions for the development of interest in nature (the world of plants) in preschool children through projects.

The purpose of the study presented in the article is to explain the notion of the term “child and adult community” as a new tendency in the development of collective upbringing, to show its role in the upbringing and development of a modern school child, single out the directions and techniques for teachers’ work aimed at finding and maintaining the community which involves school children.

The article presents the results of the theoretical analysis of the conditions of soft skills development connected with the overcoming of the contradictions of the traditional system of education, which involves individual character of learning and dominance of frontal teaching, which impede the development of communicative competences. Top requested soft skills contributing to the professional success of the university graduate are reported. Amongst the most needed social competences there are such skills as communication, collaboration and creative thinking.

Towards the 85th Anniversary of V. I. Strakhov

Currently, the number of returns of children from foster families to public institutions reaches 10%. The study of the phenomenon of return of children from substitute families from the pedagogical and acmeological points of view is one of the most acute problems of modern social and pedagogical science and practice. The aim of the article is to identify the problems that arise among the returned children.

The relevance of the study of returns of children from substitute families is due to a growing number adoptive parents refusing to raise in orphans and children left without parental care their families. The problem lies in the fact that the processes that occur with the child and the family in the situation of return remain unexplored; the very essence of returns as a pedagogical phenomenon is not completely clear; the contradictions and resources of a child’s return from substitute families are not disclosed.

The relevance of the study is determined by the search for means of psycholinguistic evaluation of the level of professional competence of students of the faculty of education. One of the tools is the modelling of the structure of professionally significant concepts based on the results of a free associative experiment. The purpose of the research: to reconstruct the “teacher” concept in the consciousness of future primary school teachers based on the survey of informants – students of the Faculty of Psychological, Pedagogical and Special Education.

The purpose of the research presented in the article was to connected with the definition of the role of the teacher’s communication with schoolchildren as a significant condition of upbringing. Education is interpreted by the author as a living process of interaction, the basis of which are real relationships, processes and phenomena as natural events surrounding the pupil of reality, capable of generating comprehension of cultural and vital meanings and values.