Suchergebnisse

The concept of everyday pedagogical support is rather widely used in modern pedagogy; however, neither its pedagogical potential nor its specifics and importance in the child's development have been fully understood and explored. Therefore, the aim of this article is to analyse and summarise research ideas about the structure of everyday pedagogical support, resulting in developing it as a theoretical construct and verifying it in the pedagogical reality. The construct of everyday pedagogical support has been analysed in the article, using an NVIVO 12 programme from the point of view of children.

This systematic review explored the impact of pedagogical coaching on human talent management and teacher performance over the past four years. A qualitative approach was employed using the PRISMA methodology to conduct searches in the following databases: Scopus, SciELO, Redalyc, Dialnet, Erih Plus, Latindex, the University of César Vallejo library, and other relevant databases. Inclusion and exclusion criteria were applied. For inclusion, articles published between 2021 and 2024 that addressed pedagogical coaching in the context of human talent management and teacher performance were considered, while studies that did not focus on educational contexts, were not peer-reviewed, or were not available in full text were excluded. Through the analysis of 229 studies, it was found that pedagogical coaching has a positive effect on improving teaching practices and teacher satisfaction. However, the effectiveness of coaching varies depending on the context and the quality of its implementation. The results suggest the need to strengthen the training of coaches, personalize support, and establish clear regulatory frameworks to ensure the quality of coaching. This review contributes to consolidating pedagogical coaching as a key strategy to improve educational quality and teacher professional development.

The article is dedicated to the problem of psychological and pedagogical support of social workers' professional development. We have specified the factors of psychological andpedagogical support effectiveness. Research methodology. The matter of future specialist's professional development is considered to be a mental and practical activity which is aimed at self-adaptation to personal and professionally significant goals. The results of the research. It has been stated that future social worker's professional development is related to the external and internal threshold states passing which an individualcomes to professionally significant, qualitative personal changes. Discussion. We have established the main directions of providing psychological and pedagogical support for future specialists in the sphere of social work. Conclusion. The effectiveness of psychological andpedagogical support is determined by the following factors: self-determination and voluntary participation; activating education results; taking into account and developing social workers' educational needs; the use of the dichotomic and humanistic approaches; social workers' selfdetermination; interactive mode of cooperation, democratic style of communication. © 2017.

The paper starts by considering the factors that determine the development of musical abilities and emphasizes the role of adequate support within institutional music education. It references an adequate pedagogical approach in the choice of content and their didactic-methodological operationalization. In order to determine the importance of an adequate pedagogical approach in that sense, research was conducted on a sample of 118 preschool children in the preschool institution "Veselo detinjstvo" in Raska, ie, experimental verification of the impact of applying optimal didactic-methodological postulates in developing musical abilities. The results of the application of the experimental program showed positive effects in the development of musical abilities, in relation to the established practice, which implies stronger support of music pedagogues to educators. It is concluded that it is necessary to provide a better type of support to educators starting from initial education, and also through professional development, in order to adequately support children's musical potentials and talents, from the earliest age.

Although Early Learning Frameworks have recently been published by the provincial government in Manitoba, Canada, varied quality still exists in child care centres in this province. This project investigates the potential of a Pedagogical Support Document to enhance quality in Manitoba's Early Learning and Child Care (ELCC), as a follow up to the Early Learning Frameworks, by way of further supporting early childhood educators' pedagogical practice. I argue that a Pedagogical Support Document can contribute to ELCC quality and I make suggestions for its content and dissemination. More specifically, I recommend that the content of a Pedagogical Support Document include broad principles that afford professional judgment and interpretation, based on observation and documentation strategies. In addition, I suggest that a Pedagogical Support Document be conceptualized as a living document that is co-created by policy makers and early childhood educators over time. This approach allows ELCC programs to develop contextually relevant curriculum with locally constructed outcomes for children. Finally, I recommend that ongoing professional development related to the Pedagogical Support Document is necessary in order to make meaningful and sustainable policy and practice connections in Manitoba. ; Education, Faculty of ; Unreviewed ; Graduate

The effectiveness of psychological andpedagogical support is determined by the following factors: self-determination and voluntary participation; activating education results; taking into account and developing social workers' educational needs; the use of the dichotomic and humanistic approaches; social workers' selfdetermination; interactive mode of cooperation, democratic style of communication

The article is devoted to the study of forms of providing pedagogical support
to families with children with disabilities (hereinafter referred to as HIA). The
main approaches and techniques aimed at creating an inclusive educational environment
conducive to the integration of such children into society are considered.
Attention is focused on the importance of an individualized approach to each child,
which includes the adaptation of educational programs and the active involvement
of parents in the learning process. Various forms of pedagogical support are discussed,
such as consultations, seminars, trainings for parents and the creation of initiative groups.

STYNSKA Viktoriya – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/PROKOPIV Liubov – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/To cite this article: Stynska, V., & Prokopiv, L. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Article historyReceived: June 2, 2019Received in revised form: June 22, 2019 Accepted: July 20, 2019Available online: September 24, 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).The article outlines the origins of the history of socio-pedagogical support for motherhood and childhood in Ukraine in the context of the rise of support and mutual assistance processes in Eastern Slavic tribes back at the stage of their development corresponding to a primitive society.The historical and pedagogical analysis of the development of social and pedagogical support for motherhood and childhood in 1905–1918 is substantiated as the period of rise of social and pedagogical support for motherhood and childhood at the governmental level, which was determined by: the adoption of the first programs ...

STYNSKA Viktoriya – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/PROKOPIV Liubov – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/To cite this article: Stynska, V., & Prokopiv, L. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Article historyReceived: June 2, 2019Received in revised form: June 22, 2019 Accepted: July 20, 2019Available online: September 24, 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).The article outlines the origins of the history of socio-pedagogical support for motherhood and childhood in Ukraine in the context of the rise of support and mutual assistance processes in Eastern Slavic tribes back at the stage of their development corresponding to a primitive society.The historical and pedagogical analysis of the development of social and pedagogical support for motherhood and childhood in 1905–1918 is substantiated as the period of rise of social and pedagogical support for motherhood and childhood at the governmental level, which was determined by: the adoption of the first programs of state protection of motherhood and childhood; the adoption of the Law on Social Security in Case of Illness (1912); the opening of Milk Drop Offices and their structural units (Advisory Board, Social Assistance Council, Single Mother's Home), which contributed to the development of social and pedagogical support for maternity and childhood in the sphere of health care; active activities of the Society for the Protection of Maternity and Childhood, which promoted the ideas of: the benefits of breastfeeding, the recognition of motherhood as a job that should be paid by the government, the promotion of patronage; the opening of the child care medical department within the newly formed People's Comissariate for Health Care.It has been established that in the period under review, the governmental initiatives in the field of maternity and childhood protection were initiated, as well as mechanisms for their implementation.Acknowledgments. The authors are grateful to the management and staff of the Vernadsky National Library of Ukraine, the State Archives of Kiev Region for their help in compiling and systematizing materials on the investigated problem. Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors. ; CТИНСЬКА Вікторія – кандидат педагогічних наук, доцент, кафедра педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», вул. Шевченка, 57, Івано-Франківськ, 76000, УкраїнаE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/ПРОКОПІВ Любов – кандидат педагогічних наук, доцент, кафедра педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», вул. Шевченка, 57, Івано-Франківськ, 76000, УкраїнаE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/Бібліографічний опис статті: Стинська, В., & Прокопів, Л. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Людинознавчі студії. Серія «Педагогіка», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Історія статтіОдержано: 2 червня 2019Прорецензовано: 22 червня 2019 Подано до редакції: 20 липня 2019Доступ он-лайн: 24 вересня 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). У статті окреслено витоки історії соціально-педагогічної підтримки материнства й дитинства в Україні у контексті зародження процесів підтримки та взаємодопомоги у східнослов'янських племен, які перебували на такій стадії свого розвитку, що відповідає первісному суспільству.Здійснений історико-педагогічний аналіз розвитку соціально-педагогічної підтримки материнства й дитинства у 1905–1918 рр. обґрунтовано як період зародження соціально-педагогічної підтримки материнства й дитинства на державному рівні, що визначалося: прийняттям першої програми охорони державою материнства й дитинства; ухваленням Закону «Про соціальне страхування у разі хвороби» (1912 р.); відкриттям закладів «Крапля молока» та їхніх структурних підрозділів (Консультаційна Рада, Рада Соціальної Допомоги, Дім Самотньої Матері), які сприяли розвитку соціально-педагогічної підтримки материнства й дитинства у сфері охорони здоров'я; активною діяльністю Товариства захисту материнства й дитинства, що просувало ідеї: переваг грудного вигодовування, визнання материнства роботою, яка має оплачуватися на державному рівні, популяризації патронажу; відкриттям відділу ОХМД у складі новоутвореного НКСЗ.Установлено, що в досліджуваний період фактично було започатковано державні ініціативи у сфері охорони материнства й дитинства, а також механізми їхньої реалізації.

STYNSKA Viktoriya – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/PROKOPIV Liubov – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/To cite this article: Stynska, V., & Prokopiv, L. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Article historyReceived: June 2, 2019Received in revised form: June 22, 2019 Accepted: July 20, 2019Available online: September 24, 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).The article outlines the origins of the history of socio-pedagogical support for motherhood and childhood in Ukraine in the context of the rise of support and mutual assistance processes in Eastern Slavic tribes back at the stage of their development corresponding to a primitive society.The historical and pedagogical analysis of the development of social and pedagogical support for motherhood and childhood in 1905–1918 is substantiated as the period of rise of social and pedagogical support for motherhood and childhood at the governmental level, which was determined by: the adoption of the first programs of state protection of motherhood and childhood; the adoption of the Law on Social Security in Case of Illness (1912); the opening of Milk Drop Offices and their structural units (Advisory Board, Social Assistance Council, Single Mother's Home), which contributed to the development of social and pedagogical support for maternity and childhood in the sphere of health care; active activities of the Society for the Protection of Maternity and Childhood, which promoted the ideas of: the benefits of breastfeeding, the recognition of motherhood as a job that should be paid by the government, the promotion of patronage; the opening of the child care medical department within the newly formed People's Comissariate for Health Care.It has been established that in the period under review, the governmental initiatives in the field of maternity and childhood protection were initiated, as well as mechanisms for their implementation.Acknowledgments. The authors are grateful to the management and staff of the Vernadsky National Library of Ukraine, the State Archives of Kiev Region for their help in compiling and systematizing materials on the investigated problem. Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors. ; CТИНСЬКА Вікторія – кандидат педагогічних наук, доцент, кафедра педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», вул. Шевченка, 57, Івано-Франківськ, 76000, УкраїнаE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/ПРОКОПІВ Любов – кандидат педагогічних наук, доцент, кафедра педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», вул. Шевченка, 57, Івано-Франківськ, 76000, УкраїнаE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/Бібліографічний опис статті: Стинська, В., & Прокопів, Л. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Людинознавчі студії. Серія «Педагогіка», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Історія статтіОдержано: 2 червня 2019Прорецензовано: 22 червня 2019 Подано до редакції: 20 липня 2019Доступ он-лайн: 24 вересня 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). У статті окреслено витоки історії соціально-педагогічної підтримки материнства й дитинства в Україні у контексті зародження процесів підтримки та взаємодопомоги у східнослов'янських племен, які перебували на такій стадії свого розвитку, що відповідає первісному суспільству.Здійснений історико-педагогічний аналіз розвитку соціально-педагогічної підтримки материнства й дитинства у 1905–1918 рр. обґрунтовано як період зародження соціально-педагогічної підтримки материнства й дитинства на державному рівні, що визначалося: прийняттям першої програми охорони державою материнства й дитинства; ухваленням Закону «Про соціальне страхування у разі хвороби» (1912 р.); відкриттям закладів «Крапля молока» та їхніх структурних підрозділів (Консультаційна Рада, Рада Соціальної Допомоги, Дім Самотньої Матері), які сприяли розвитку соціально-педагогічної підтримки материнства й дитинства у сфері охорони здоров'я; активною діяльністю Товариства захисту материнства й дитинства, що просувало ідеї: переваг грудного вигодовування, визнання материнства роботою, яка має оплачуватися на державному рівні, популяризації патронажу; відкриттям відділу ОХМД у складі новоутвореного НКСЗ.Установлено, що в досліджуваний період фактично було започатковано державні ініціативи у сфері охорони материнства й дитинства, а також механізми їхньої реалізації.

The article focuses on problems of special education and psychological-pedagogical support for students with learning disabilities. The research aim is to identify current trends in special education for these students, certain conditions and factors that impact their academic performance and development of life competencies. Research methods: analysis of today's legislation, regulations, proceedings papers, guidance and other policy documents on special educational needs for students with learning disabilities in public elementary and middle school; analysis of statistical data on education for students with learning disabilities in 2019/2020 academic year in all 85 constituent entities of Russian Federation; an online random sample survey among specialists who work in public schools that students with learning disabilities attend. Conclusions based on the conducted study are as follows: the number of students with learning disabilities on inclusive terms is increasing; there is a legal backing and methodological support for special education in public elementary schools; special education conditions need to be provided not only in public elementary school but also in middle school; inclusive education specialists are lacking knowledge on learning, teaching and psychological-pedagogical support for students with learning disabilities in today's school environment; there is a shortage of special education professionals in schools and learning centres. The results of the study can be used to develop educational policy, learning plans, programmes and to improve quality of inclusive education specialists training.

The article focuses on problems of special education and psychological-pedagogical support for students with learning disabilities. The research aim is to identify current trends in special education for these students, certain conditions and factors that impact their academic performance and development of life competencies. Research methods: analysis of today's legislation, regulations, proceedings papers, guidance and other policy documents on special educational needs for students with learning disabilities in public elementary and middle school; analysis of statistical data on education for students with learning disabilities in 2019/2020 academic year in all 85 constituent entities of Russian Federation; an online random sample survey among specialists who work in public schools that students with learning disabilities attend. Conclusions based on the conducted study are as follows: the number of students with learning disabilities on inclusive terms is increasing; there is a legal backing and methodological support for special education in public elementary schools; special education conditions need to be provided not only in public elementary school but also in middle school; inclusive education specialists are lacking knowledge on learning, teaching and psychological-pedagogical support for students with learning disabilities in today's school environment; there is a shortage of special education professionals in schools and learning centres. The results of the study can be used to develop educational policy, learning plans, programmes and to improve quality of inclusive education specialists training.