Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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Self-Reflection as a Tool for the Formation of Information Culture Foundations of Preschool Children
(2020-05-15)
Gulbanu Abitova
;
М. К. Бапаева
;
Л. К. Ермекбаева
;
Z.D. Utepbergenova
Objective: The study aims to clarify the essential and urgent socio-pedagogical problem of preparing the young generation for life in the actively developing information society. Background: At preschool age, the elements of information reflection are expressed in the ability to flexibly respond to information changes and the ability to reason and comprehend the conditions and results of cognitive activity. The most important requirement in the formation of self-reflection of a preschooler is a critical attitude to information which begins with obtaining the information and ends with the adoption of a conscious decision, the formation of one's own attitude. Method: The primary method of research in the article is the study of literature on the research problem, and a method of analysis, which allowed to assert that self-reflection is an important element of information culture of a preschooler. Results: The authors singled out and described, pedagogical conditions of formation of foundations of information culture of children of senior preschool age directed at the creation of the developing information and cultural environment as communicative and creative space in preschool educational establishment; substantiation of cognitive interest as a fundamental component of stimulating creative and search initiatives of a child; orientation to the personally significant attitude of a preschooler to the process of formation of the information culture foundations. Conclusion: The research conducted by the authors allowed to assert that self-reflection is an essential element of the information culture of a preschooler.
Цитирования (OpenAlex) 6Цитирования (OpenCitations) 3
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Psyhoemotional Aspects for Creative Potential Development within the Framework of Schoolchildren Informational Culture Environment
(2020-09-14)
Gulbanu Abitova
;
М. К. Бапаева
;
Z.T. Koksheyeva
;
Anar A. Kapenova
;
Z.D. Utepbergenova
Objective: In the process of creativity, the child develops intellectually and emotionally, determines its attitude towards life and its place in life, acquires the experience of collective interaction, improves its skills in working with various tools and materials. Background: At present times, which most researchers refer to as the era of “creative information culture”, the potential for creative development of students is of interest to both scientists and teachers. This paper considers creativity as a child’s sense-creating ability, as a student’s ability to form a model of the surrounding microcosm in the consciousness, which most often develops based on reading and processing information. This feature determines the uniqueness of the value-semantic attitude of children with inclusion to the world in general and to information, in particular. Method: The study used materials from textbooks and manuals. Learning programs for children with developmental standards were studied. The level of students' creative thinking was tested. Methods for its development are derived. Results: Various sources of information make up such a picture of the child’s world in which a certain value-semantic core is gradually formed. On extensive material through comparative analysis it is proved that the creative component is characterised by the manifestation of fantasy and imagination in all the diverse informational aspects; the need for new information; dedication to the process of cognition; the desire to master the basics of creative search activity; manifestation of independence in the selection of means and methods of cognition; desire for co-creation with adults. In the process of creativity, the child develops intellectually and emotionally, determines his attitude to life and his place in it, acquires the experience of collective interaction, and improves his skills in working with various tools and materials. Conclusion: According to the author, it is an artistic and creative activity that actualises the inner potential of the child, reveals his creative abilities, allows us to define the artistic and creative self-realisation of a pre-schooler as an organised process of targeted pedagogical.
Цитирования (OpenAlex) 3Цитирования (OpenCitations) 1
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Integrative approach to the quality of preschool education in the development of the creative potential of preschool children
(Science Park Research Organization and Counselling LTD, 2022-05-31)
S.M. NURBEKOVA
;
Saira Zhiyenbayeva
;
Alimbekova Anar Aymoldanovna
;
Dolores Nurgaliyeva
;
Elmira Aitzhanova
The requirements imposed by society also apply to modern preschool education. First of all, it includes the need to create optimal conditions for the education of a dynamic and creative personality, which contributes to a full-fledged interaction with the environment in accordane with their age characteristics and capabilities. In the concept of preschool education and upbringing, the formation of creative and creative potential is an essential task in preschool education. In this regard, it is crucial to create an atmosphere of freedom of expression, encourage children to be proactive and independent, and approve original creative solutions, according to leading scientists such as L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, E.I. Ignatiev, T.S. Komarova, N.P. Sakulina, I.V. Strakhov, E.I. Fleerin, the foundations of creative activity and creative potential are laid at preschool age. Therefore, preschool age is more sensitive to the formation of this personality quality. The article discusses the issues of an integrative approach to the quality of preschool education in developing children's creative potential. The essence of the integrative approach is the combination of knowledge from different fields that complement each other. According to T.S. Komarov, "integration is a deeper form of interconnection, interpenetration of different content of upbringing and education of children. It covers all types of children's activities (artistic and creative activities, various games: didactic, mobile; dramatization games, plot-role-playing; visual activity, artistic speech, music). Keywords:an integrative approach, preschool children, creativity, creative potential, development
Цитирования (OpenAlex) 5Цитирования (OpenCitations) 2
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Psychological and pedagogical support technologies for children with anxiety manifestations in the conditions of a preschool organisation
(Taylor & Francis, 2023-10-02)
Aliya Konysbayeva
;
Roza Bekmagambetova
;
Saira Zhiyenbayeva
;
Manshuk B. Kurmanbekova
;
Gulnur Kazakhbayeva
The purpose of the article is to analyse the psychological and pedagogical support technologies for children with anxiety manifestations in the educational process. Research methods: theoretical (analysis, synthesis, generalisation of scientific literature on the studied issue); empirical (conversation, identification and development), comparison, test: methods for determining the anxiety level as personal property and as a state; assessment of anxiety manifestations; diagnostics of social intelligence; assessments of social and communicative competence to identify the ability to cooperate, conduct discussions, and perceive criticism; mathematical-statistical and interpretive (analysis, synthesis, systematisation of the data obtained for their visual display). Based on the selected programme of empirical research and selected empirical indicators, the features of the influence that anxiety has on children’s social intelligence development were studied as a percentage. As a result, different children have different depths and intensities of emotions and these characteristics depend on physiological, psychological, and social factors. The practical value of the study is determined by the fact that the results obtained can be used by specialised professionals to complement their own research.
Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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