2015, 9
2015, 9
p. 44–51
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623
The article deals with the content of the work teachers in preschool educational establishments are engaged in regarding children with special educational needs. Teachers are offered a number of health-saving pedagogical technologies of an express correctional orientation. Health-saving (correctional) educational technologies can be used in group work with all types of children, not just with those involved in adaptive educational programs. Besides, some of the technologies described below can be offered selectively to a special needs child taking into account his/her specific characteristics. The health-saving (correctional) educational technologies will also be beneficial and available to every participant in the educational process: psychologists, teachers, educators, music instructors, social pedagogues, physical culture instructors and specialists involved in implementing adaptive curricula, and groups with a compensatory or combined focus. Most of the health-saving (correctional) educational technologies listed in this article are available to a special needs child’s parents for use in the home. Application of these technologies does not require that they should have some specialized training in defectology. Mastering these (remedial) pedagogical technologies will enhance the level of pedagogical competence among parents of children with special needs and will help to improve the mental, speech and motor development of a child with special educational needs.
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2015, 9
p. 58–63
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1160
The article analyzes the conditions and prospects for meeting the requirements of the modern national education system in new forms of communication and cooperation by all participants in the educational process (educational institutions of various types, parents and teachers), which would comply with the main guidelines as approved by the Federal State Educational Standard (FSES) for Preschool Education, and would be carried out in close systematic cooperation between state, educational and social organizations, with the participation of socially oriented business. Using the example of the nation-wide Matryoshka Festival project the author examines the possibility of introducing into the educational system some projects that embrace such second generation FSES principles as assistance and cooperation between children and adults in the process of child development and their interaction with people, culture and the environment, initiation of children to social and cultural norms and traditions of family, society and state, etc. The main goal of the Matryoshka Festival is to involve every participant of the educational process – children, parents and teachers alike – in a single creative and festive event, the matryoshka symbolizing a mother of many children, a close-knit family, the conciliarism and culture of the peoples of Russia. The article analyzes the thematic, ideological and methodological features of the Matryoshka Festival, held in several cities of Russia (Cherepovets, Vologda, Yaroslavl and Vladimir) in 2013-2015 with more than 50 thousand families, 584 educational institutions of primary and secondary education and 1,200 teachers participating in it. The article also evaluates prospects for its development and promotion.
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