The article substantiates the urgency of the problem of professional training of future teachers to organize the dialogue training of primary school students in the context of integration into the ...European educational space and the conceptual foundations of the New Ukrainian school. The main methodological foundations of the study are defined: philosophical and pedagogical anthropology, philosophical and pedagogical hermeneutics and philosophical and pedagogical synergetics. The author substantiates the essence of the educational dialogue and its advantages, in contrast to the traditional teaching methods at primary school. The contents of dialogue communication and its components are determined. The principles of organization of dialogue training for junior pupils are described. The indicative model of forming the readiness of the future teacher of elementary school for the dialogue education is presented, in which the main components of this readiness (motivational, cognitive, socially-communicative and operational-technological) are singled out. It is emphasized that the effectiveness of projecting the educational environment for the implementation of the idea of dialogue education for junior pupils depends to a large extent on the level of the teacher's communicative culture and the components of this culture (communicative settings, knowledge, communicative skills, etc.) are described.
The current study aims to build an educational program to develop reading readiness for primary school pupils according to specific indicators of teachers and educational supervisors by answering the ...following question: What indicators that contribute to the development of reading readiness for primary school students? The population was determined by the total number of teachers of Arabic language and supervisors in the center of Babylon province who were (1255). The sample represents a total of (331) teachers and supervisors by applying the random stratified method of sampling هدف البحث الحالي إلى بناء برنامج تعليمي لتنمية الاستعداد القرائي لتلاميذ المرحلة الابتدائية على وفق المؤشرات المحددة من المعلمين والمشرفين التربويين وذلك من خلال الإجابة عن السؤال الآتي: س/ ما المؤشرات التي تسهم بتنمية الاستعداد القرائي لتلاميذ المرحلة الابتدائية؟ وقد تحدد مجتمع البحث بمجموع معلمي ومعلمات اللغة العربية ومشرفيها في مركز محافظة بابل والبالغ عددهم (1255) وقد سحبت من مجموعهم عيّنة بالطريقة العشوائية الطبقية بنسبة (25% ) وقد بلغت (331)، معلماً ومعلمة ومشرفاً تربوياً ومشرفة. واعتمد الباحثون استبانتين الاولى مفتوحة والثانية مغلقة ضمت مجموعة من المجالات والمؤشرات للوصول على هدف البحث .
The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the ...number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.
Wide involvement of children of primary school age to information and communication environment requires the creation of a scientific substantiated system of childs integration in to this ...environment. The article deals with the issue of using media education for primary school pupils preparing for life in the modern information age, the perception of different information, obtaining the ways of communication on the basis of non-verbal communication forms by technical means. Involving primary school pupils to computer technologies highlights the issue of their socialization in the information environment. The article deals with the process of socialization as a process of an individual integration into society by mastering his or her elements of culture, social norms and values, which are formed on the basis of socially significant features of a person. Generalization of researches, existing experience let identify the main directions of a teacher’s activity for successful socialization of a primary school pupil in modern information and communication environment.
The article provides insight into the dynamics of the EFL reading motivation of a group of Slovene primary school pupils voluntarily participating in a 9-month pilot extensive reading programme in ...EFL and the factors causing motivational changes. Analysis of the semi-structured interviews and book reports confirms that reading motivation in EFL is a complex and dynamic process fuelled by numerous influences, most noticeably reading materials, the influence of family members, positive attitudes towards English, and external demands, which needs to be considered when designing reading programmes and researching reading motivation.
This study investigates illustrations use as a factor influencing reading comprehension of children's stories among pupils of selected primary schools in Ibadan, Oyo State, Nigeria. The study adopted ...the descriptive survey research design of Expost-facto type. The study population consists of 312 primary five and six pupils from which a total of 195 pupils were selected from five private secondary schools in Ibadan, Oyo State, Nigeria adopting the systematic random sampling technique. The questionnaire was the main instrument for data collection. It consists of 64 questions arranged in four sections. Simple percentages, mean, standard deviation and Pearson's Product Moment correlation were used to analyse the data. The findings revealed that majority (75.4%) of the respondents often read children's stories with weighted mean (X =2.60). The study also revealed that the level of reading comprehension of the stories by pupils was high with (81.5%) respondents and a weighted mean (X =2.50). The findings revealed that (61.0%) of the respondents often regard the appropriateness of the illustrations with weighted mean (X =2.70) and further revealed that children's stories contain illustrations with weighted mean (X =2.21). The findings revealed that there was significant relationship between illustrations and reading comprehension. The null hypothesis was, therefore rejected (r=0.830··, P < 0.05). Based on these findings, it was therefore recommended that good and appropriate illustrations should surface the needs of school pupils. Thus, the illustrator should work closely with the author and the editor to give children more positive images and uplift them emotionally, spiritually, and intellectually.
Reading skills is a basic language skills for pupils in primary schools. This skill is very important for the pupils to achieve a proficient level in the target language. Therefore, this study aims ...to identify the problems regarding the reading skills in English among the rural primary school pupils. The participants consist of 150 primary school pupils studying in Standard 4 to Standard 6 in a rural primary school in Sarawak, Malaysia. This study is a descriptive survey research utilizing the use of a questionnaire that encompasses the personal background information and the problems that are faced in reading skills.
Las habilidades de lectura son habilidades lingüísticas básicas para los alumnos de las escuelas primarias. Esta habilidad es muy importante para que los alumnos alcancen un nivel competente en el idioma de destino. Por lo tanto, este estudio tiene como objetivo identificar los problemas relacionados con las habilidades de lectura en inglés entre los alumnos de la escuela primaria rural. Los participantes consisten en 150 alumnos de primaria que estudian en el Estándar 4 al Estándar 6 en una escuela primaria rural en Sarawak, Malasia. Este estudio es una investigación de encuesta descriptiva que utiliza el uso de un cuestionario que abarca la información de fondo personal y los problemas que enfrentan las habilidades de lectura.
Natural disasters education is a very important part in the prevention of natural disasters. If it is applied from an early age, it would be successful and will yield positive results, namely to ...reduce the risks and consequences. A good platform for the implementation of natural disasters education is the formal aspect of education, precisely, subjects in elementary and secondary schools, including the geography as an interdisciplinary science which provides broad opportunities for understanding of all aspects of natural disasters and thus plays an important role in preventing. Given the existing content of natural disasters in the curriculum, as well as in geography textbooks in which mainly deal with natural processes and partly their consequences, we conducted a survey of school-aged children which included checking of acquired knowledge, perception of risk of seismic hazard and response to a specific disaster. Selected territory was the town of Kraljevo, which was hit by an earthquake magnitude 5.4 on November 3rd 2010. The research was conducted through a survey testing of elementary school pupils. The questions are grouped into four segments: issues related to the activities and feeling of pupils "during an earthquake," feelings and activities "after the earthquake", "sources of knowledge about earthquakes" and "tipes of training they need." The results were analyzed by statistical methods, which have proven hypotheses relating to each of the above segments. They showed that only 12% of pupils responded correctly at the time of the earthquake, that 60% of pupils are not aware that their reaction was wrong during the earthquake, the earthquake has left a significant impression on the 61% of pupils and almost all pupils expressed an interest in training on appropriate behavior during disasters.
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