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Цель. Одной из приоритетных задач начального общего образования на современном этапе определено духовно-нравственное развитие младших школьников. В младшем школьном возрасте закладываются основы космополитического мировоззрения, воспитания поликультурной личности, способной к межкультурному взаимодействию. Предметом анализа в данной статье выступает поиск путей решения данной задачи. В качестве цели авторы обозначают определение методов и средств этнокультурного образования младших школьников. Метод или методология проведения работы. Основу исследования составили методы изучения нормативных документов, анализа и обобщения психолого-педагогической литературы, изучения культурологической и этнологической литературы, моделирования образовательного процесса. Результаты. Результаты работы заключаются в том, что авторы раскрывают особенности младшего школьного возраста, создающие основу для этнокультурного образования и воспитания поликультурной личности: восприимчивость младших школьников к эмоционально-ценностному, духовно-нравственному развитию, гражданскому воспитанию. Одним из путей формирования основ космополитического мировоззрения, воспитания поликультурной личности является погружение школьников в культуру конкретного народа. Освоение традиций, обычаев, национальных искусств возможно проводить в рамках реализации программы внеурочной деятельности «Традиционные искусства народов мира». Область применения результатов. Результаты исследования могут быть применены при организации внеурочной деятельности в системе начального общего образования, подготовке педагогов для указанного уровня образования.

The article examines the conditions and directions of socio-cultural adaptation of migrant- children in the process of ethnographic tourism. The terms "migration", "socio-cultural adaptation", "social activity", "ethnographic tourism" are specified. The peculiarities of socio-cultural adaptation of pupils of different nationalities in elementary school in the western region of Ukraine are described. The stages of socio-cultural activity defined by V. Ruthen and M. Koksien are specified in accordance with the conditions of the elementary school. The influence of factual and virtual ethnographic tourism on the formation of children's status is researched. It is noted that in the conditions of organization of educational process in primary school virtual tourism is more often used. Requirements for using virtual tours, oral journals, projects in the process of socio-cultural adaptation of migrant- children are analyzed, and the features of how to conduct these activities with children from 6 to 10 years old are presented. The main thing about using virtual ethnographic tourism is that children not only get acquainted with and adapt to a new socio-cultural environment, but also introduce classmates to their native socio-cultural setting. The role of factual tourism, the main task of which is to get acquainted with culture, everyday life, traditions, dialects, cuisine, and applied art is analysed. For this purpose, teachers use excursions, sightseeing tours in the museums of the city and the region. Schoolchildren were analyzed in order to identify groups of differentiation by level of social activity. The role of official and interpersonal communication in the development of social activity of pupils of junior school age is determined. To monitor the tendencies of interaction between official and unofficial statuses of students and children of migrants in the system of communication and relations in the class, the coordinate - sociogram analysis of the class was used. We used it to observe changes that occur in the groups of attachment and alienation between children aged 6-10 years old in the process of using factual and virtual ethnographic tourism.

The article reveals the content of the implementation of the educational potential of the interaction of the family and institutions of extracurricular education as social institutions that have the most significant impact on the personality of the child of the junior school age; the role of the family is provided, which ensures the spiritual and moral development of the child's personality, the study of the work and the development of the attitude towards it as the main source of human prosperity and well-being, shapes the outlook and character of the citizen of Ukraine; it is stated that the result of the formation of the moral education of the individual directly depends on the cultural level of the family, the educational position that parents adhere to, the general atmosphere that prevails in it; It turns out that the effectiveness of family education grows if parents adhere to the dialogical style of communication, which is characterized by respect for the child's personality, his interests and needs; the peculiarities of the organization of moral education of elementary school students in the context of the educational process of institutions of extracurricular education are determined (taking into account interests and requests of children, their individualities, democratization of pedagogical relations, lack of formalism and pedantry, strict regulation of classes, a variety of forms of leisure, flexibility of organizational structures); It was found out that a kind of educational process in institutions of extracurricular education is based on the law of creativity, which involves involving children in real co-creation, dialogue, harmonization of communication, success; The conditions that promote the effective realization of the tasks of moral education of pupils of junior school age are listed: content, methods and organization of training, the personality of the teacher of the institution of extracurricular education, his knowledge, beliefs, atmosphere of the class, the style of the interpersonal relationships of the educator and the pupils; it was determined that the main condition for the effective interaction of the family and institutions of extracurricular education is the integration of the subsystems of the educational institution into the educational process, extracurricular and extracurricular spheres.

KUZMENKO Vasyl – Doctor of Pedagogical Sciences, Professor, Head of Pedagogy and Management of Education Department, Kherson Academy of Continuing Education, Pokrysheva Str., 41, Kherson, 73000, UkraineE-mail address: kuzmenkovasiliy@gmail.comORCID: http://orcid.org/0000-0002-0211-5173ResearcherID: http://www.researcherid.com/rid/C-9659-2019PRYMAKOVA Vitaliia – Doctor of Pedagogical Sciences, Professor of Education, Psychology and Inclusive Education Department, Kherson Academy of Continuing Education, Pokrysheva Str., 41, Kherson, 73000, UkraineE-mail address: pran703@gmail.comORCID: http://orcid.org/0000-0002-8914-6748ResearcherID: http://www.researcherid.com/rid/C-9339-2019 To cite this article: Kuzmenko, V., & Prymakova, V. (2019). Postgraduate training of primary school teachers through the forming of the pupils’ scientific picture of the world. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 8/40, 57–67. doi: 10.24919/2413-2039.8/40.164396. Article history Received: October 13, 2018Received in revised form: December 2, 2018Accepted: February 18, 2019Available online: April 22, 2019Journal 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/).Abstract. The article substantiates the problem of teachers’ postgraduate training through the forming of junior pupils’ scientific picture of the world. The analysis of publications devoted to this research and similar topics made it possible to state that in contemporary literature there are a lack of significant works on the above-mentioned question. To solve the problem, we analyzed its theoretical aspects, identified methods, specified pedagogical conditions, implementation of which can ensure the readiness of primary school teachers to form pupils’ scientific picture of the world.The article clarifies the essence of «the junior pupils՚ scientific view of the world» concept and characterizes the features of its formation. To realize these features, the teacher of elementary school should create a favorable environment for individual development of schoolchildren in primary school, organize various types of integrated educational and cognitive activities, in particular creative, research, labor, etc.; to implement the principle of the nature compliance in order to take into account the age peculiarities of junior pupils; be able to find effective forms and methods of optimizing the educational process; to provide the development of cognitive mental processes for the development of which the junior school age is a sensitive period (perception, memory, imagination, attention, speech, thinking).After analyzing the possibilities of the postgraduate pedagogical education system in solving the above-mentioned tasks, we defined the stages of appropriate specialists training, which include the coursework, between the course periods and the self-education of teachers, the systematic work during which the readiness to perform such activity is determined. The structural components of readiness are motivational, cognitive, activity, reflexive and corrective; their content is described in the publication.On the basis of developed criteria and levels of teachers’ readiness formation to solve this educational task (high, medium, low), its pedagogical diagnostics was carried out, after which the efficiency and effectiveness of the pedagogical conditions substantiated by authors were experimentally tested. Thus, we determined the pedagogical conditions of postgraduate teacher training to the forming of junior pupils’ scientific picture of the world, namely: the motivation of primary schools teachers in this direction of pedagogical activity; mastering theoretical knowledge about the essence of key concepts and forming of junior pupils’ scientific picture of the world peculiarities; formation of the necessary skills for the teachers; improvement of reflexive skills and working skills to adjust further work taking into account the results obtained, were recognized effective.Acknowledgments. Sincere thanks to the pedagogical staff at Kherson schools № 7, № 16, № 28, № 45 and students of Communal Higher Educational Establishment «Kherson Academy of Continuing Education» of Kherson Regional Council.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., КУЗЬМЕНКО Василь – доктор педагогічних наук, професор, завідувач кафедри педагогіки та менеджменту освіти, КВНЗ «Херсонська академія неперервної освіти», вул. Покришева, 41, Херсон, 73000, УкраїнаE-mail address: kuzmenkovasiliy@gmail.comORCID: http://orcid.org/0000-0002-0211-5173ResearcherID: http://www.researcherid.com/rid/C-9659-2019 ПРИМАКОВА Віталія – доктор педагогічних наук, професор кафедри теорії й методики виховання, психології та інклюзивної освіти, КВНЗ «Херсонська академія неперервної освіти», вул. Покришева, 41, Херсон, 73000, УкраїнаE-mail address: pran703@gmail.comORCID: http://orcid.org/0000-0002-8914-6748ResearcherID: http://www.researcherid.com/rid/C-9339-2019 Бібліографічний опис статті: Кузьменко, В., & Примакова, В. (2019). Postgraduate training of primary school teachers through the forming of the pupils’ scientific picture of the world. Людинознавчі студії. Серія «Педагогіка», 8/40, 57–67. doi: 10.24919/2413-2039.8/40.164396. Історія статті Одержано: 13 жовтня 2018Прорецензовано: 2 грудня 2018Подано до редакції: 18 лютого 2019Доступ он-лайн: 22 квітня 2019Journal 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/).Анотація. У статті обгрунтовано актуальність проблеми післядипломної підготовки вчителів до формування наукової картини світу в молодших школярів. Аналіз публікацій, присвячених дослідженням з цієї та подібних тем дав змогу констатувати, що в сучасній літературі бракує вагомих напрацювань з окресленого питання. Для вирішення проблеми нами було проаналізовано її теоретичні аспекти, виявлено методи, конкретизовано педагогічні умови, реалізація яких зможе забезпечити готовність вчителів початкової школи до формування в учнів наукової картини світу. З цією метою було уточнено сутність понять «наукова картина світу молодшого школяра», схарактеризовано особливості її формування учнів початкової школи. Для реалізації цих особливостей учитель початкових класів має створити сприятливе середовище для індивідуального розвитку школярів в початковій школі, організувати різні види інтегрованої навчально-пізнавальної діяльності, зокрема творчої, дослідницької, самостійної, трудової тощо; реалізовувати принцип природо відповідності щодо урахування вікових особливостей розвитку молодших школярів; уміти добирати ефективні форми і методи оптимізації освітнього процесу; забезпечувати розвиток пізнавальних психічних процесів (сприймання, пам’ять, уява, увага, мовлення, мислення), для розвитку яких молодший шкільний вік є сенситивним періодом. Проаналізувавши можливості системи післядипломної педагогічної освіти у розв’язанні окреслених завдань, визначено етапи відповідної підготовки фахівців, до яких віднесено курсовий, міжкурсовий періоди та самоосвіту педагогів, системна робота впродовж яких має забезпечити готовність до виконання такої діяльності. Структурними компонентами готовності визначено мотиваційний, когнітивний, діяльнісний, рефлексивно-коригувальний, їх зміст схарактеризовано в публікації.На основі розроблених критеріїв і рівнів сформованості готовності педагогів до розв’язання зазначеного освітнього завдання (високий, середній, низький), здійснено її педагогічну діагностику, після чого експериментально перевірено дієвість й ефективність обґрунтованих нами педагогічних умов. Тож, педагогічні умови постдипломної підготовки вчителів до формування наукової картини світу в молодших школярів, а саме: мотивування вчителів початкових класів щодо цього напряму педагогічної діяльності; опанування теоретичними знаннями про сутність ключових понять та особливості формування в молодших школярів наукової картини світу; формування у вчителів необхідних для цього фахових умінь і навичок; удосконалення рефлексивних умінь та відпрацювання навичок коригувати подальшу роботу з урахуванням отриманих результатів, було визнано дієвими й ефективними.

Within the milieu of educational change in the twenty-first century in Aotearoa New Zealand, teachers have been asked to traverse myriad and complex transitions in their pedagogical practice and their physical environments. During times of transition and change, teachers endeavour to maintain their focus on their professional practice and simultaneously traverse a space in which they can become suspended ‘betwixt and between’ (Cook-Sather in Anthropol Educ Q 37:110–127, 2006). Known as the liminal space, both positive and negative issues can occupy it during a time of significant change. Consequently, the liminal space can have an impact on the success of any change initiative as teachers individually and collectively navigate such processes. This chapter discusses the findings of a small scale study that explored the experiences of junior school primary teachers as they moved from their single cell classrooms into two newly constructed innovative learning environments. Responses to a survey comprising a variety of Likert-type and open-ended questions guided the subsequent semi-structured interviews with purposively selected teacher participants. Thematic analysis highlighted that the main occupiers of teachers’ liminal space as they navigated transition and change were the pedagogical practice implications; professional conversations; collegial relationships; and, vision for the innovative learning environment. We subsequently identified seven pragmatic preparations which could support teachers’ transition from single celled practices to practices associated with an innovative learning environment, by helping teachers prepare to make productive use of their liminal space. The study’s findings led to our contention that teachers should be supported to develop their knowledge and understanding of the liminal space as they anticipate moving to an innovative learning environment. Our belief is that when teachers are able to use the liminal space productively and creatively, they are more likely to embrace change and contribute positively to it.

On the basis of scientific methodological literature data and the system approach, the problematic issues of the current stage of the education system development in Ukraine are considered, trends of scientific thought about the formation of health of junior schoolchildren in the process of physical education and the social significance of the problem of health education of schoolchildren are determined. Objective. To analyze the sociopedagogical preconditions of the development of the concept of healthforming technologies in the process of physical education of children of junior school age to determine its basics. Methods. Analysis and generalization of scientific and methodological literature, Internet resources, content analysis, conceptual and terminological analysis, theoretical and methodological analysis, pedagogical methods, research, surveys, methods for determining the body resistance to unfavorable environmental factors. Results. On the basis of scientific-methodical literature data and own researches the basic theoretical positions of necessity of healthforming technologies introduction in the process of physical education of junior schoolchildren formulated. The socio-pedagogical preconditions of activity in the direction of formation of health of children of school age are analyzed. Among the social preconditions, the need of the society in the harmoniously developed person was outlined, the low level of formation of the principles of a healthy lifestyle, the low level of motor activity of children during the schooling period were noted, revealing a social request regarding the health of the population. Among the necessary components of educational innovations introduction, attention is focused on the requirements of the modern State standard of primary education, the insufficient level of implementation of innovative means of physical education, the need to develop the staffing capacity of modern institutions of general secondary education.

The article deals with the problem of the preparation of a primary school teacher as the founder of educational innovations, professionally prepared for a productive creative response to the challenges of a globalized world. The formation of the innovative culture of future primary school teachers of a comprehensive school is a precondition for improving the educational environment of junior pupils and promotes the development of their personality. The author believes that the effectiveness of the formation of an innovative culture of future teachers, who will work with pupils of junior school age, depends on the management. The article provides theoretical analysis of the definitions of “culture”,“innovation”, “management”. The result of the theoretical study of encyclopedic-linguistic interpretations and interpretations of the above-mentioned terms by various scholars is the definition of the concepts of “innovative culture of the teacher”, “the formation of the innovative culture of the primary school teacher”. The author shows that under the conditions of permanent changes of modern education, the controlled formation of the innovative culture of future primary school teachers serves a specially organized management process, which involves the achievement of positive changes in the managed object due to purposeful rational volitional actions. In this case, the role of managing the process of formation of the innovative culture of primary school future teachers in the conditions of educational transformations and new methods in the preparation of a competitive specialist in the field of education is increasing. The main conclusion of the article is the formulation of the definition, which reveals the essence of the concept of “management of the process of innovative culture formation of future primary school teacher”.

Баруліна Ю. О. Формування свідомого підходу до вивчення математики у старших класах. У статті окреслюється поняття свідомого засвоєння навчального матеріалу, розрізняється визначення розумової діяльності молодшого школяра та учня старшої школи, розглядаються психологічні основи побудови теорії навчання математики, визначаються поняття «математична діяльність», «формальні знання», «активна розумова діяльність», «заучування». Ключові слова: «розумова діяльність», «активна розумова діяльність», «свідоме засвоєння навчального матеріалу», «математична діяльність», «формальні знання», «заучування». Барулина Ю. О. Формирование сознательного подхода к изучению математики в старших классах. В статье рассматривается понятие сознательного усвоения учебного материала, различаются определения умственной деятельности младшего школьника и ученика старшей школы, рассматриваются некоторые психологические основы построения теории обучения математике, определяются понятия «математическая деятельность», «формальные знания», «активная умственная деятельность»,«заучивания». Ключевые слова: «умственная деятельность», «активная умственная деятельность», «сознательное усвоение учебного материала», «математическая деятельность», «формальные знания», «заучивание». Barulina Y. О. Formation conscious approach to the study of mathematics in high school. The article outlines the concept of conscious learning, different definitions of cognitive activity of Junior school students and a student of high school, discusses some of the psychological foundations of the theory of teaching mathematics, the definitions of «mathematical activity», «formal knowledge», «active mental activity», «cramming». Key words: «mental activity», «active mental activity», «conscious learning material», «mathematical activity», «formal knowledge», «cramming».

This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter-organisational collaboration between the junior school, a secondary school and the local educational psychology service. The transition intervention, which is the first product of this project, was borne from the ideas of year 7 students with special educational needs, which were analysed and presented visually into a transition booklet, later used in the intervention with year 6 pupils. At the end of the intervention, the year 6 pupils provided feedback, which informed first changes in the intervention. Overall, the intervention was successful and because of the interest drawn, it was decided to extend the initiative to other schools with year 6 pupils. [ABSTRACT FROM AUTHOR]

This study investigated students’ evaluations of a positive youth development program entitled Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social program) in Hong Kong. The participants were 19,790 Secondary 1, 2 and 3 students who joined this program at the extension phase of the project. They were required to complete a subjective outcome evaluation form to indicate their perceptions of the program content, instructors, and effectiveness. Results showed that the students evaluated this program positively. Amongst the students in the three grades, Secondary 1 students evaluated the program most favorably whereas Secondary 3 students had the relatively least favorable evaluation. In addition, the program content and instructors accounted for approximately 35% of the variance in program effectiveness. The findings generally imply the successful implementation of this program in the community-based phase.

In the work we consider representation of national musical creativity in extracurricular musical activities which consist of: school choir, school orchestra and free musical activities. Recommended contents for extracurricular musical activities, which are contained in Ordinance on the curriculum for junior school children of primary education, indicate that our national musical tradition is presented enough, while its practical realization often depends on the environment in which the school is located, material resources of the school and determination of school staff for its successful realization.

Background Preliminary studies of inter-professional education (IPE) among student speech–language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students’ professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. Aims To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. Methods & Procedures A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Outcomes & Results Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Conclusions & Implications Shared placement experiences between student SLTs and student teachers may be an effective method for building participants’ competencies in multiple aspects of collaborative practice. Active facilitation by both SLT and classroom teacher supervisors alongside careful consideration of learning contexts (e.g., classroom structure) will help to ensure that learning is maximized for prospective professionals.

Over the last decade, a plethora of research has been undertaken into learning outside the classroom and its resultant benefits on pupils [Dillon, J., M. Rickinson, K. Teamey, M. Morris, M. Y. Choi, D. Sanders, and P. Benefield. 2006. “The Value of Outdoor Learning: Evidence from Research in the UK and Elsewhere.” School Science Review 87 (320): 107–111; Peacock, A. 2006. Changing Minds: The Lasting Impact of School Trips. University of Exeter; Malone, K. 2008. Every Experience Matters. Farming and Countryside Education; Waite, S. 2011. Children Learning Outside the Classroom from Birth to Eleven. London: Sage; Beames, S., P. Higgins, and R. Nicol. 2012. Learning Outside the Classroom: Theory Guidelines and Practice. Abingdon: Routledge). Despite this wealth of research very little has been conducted into residential field trips. The research carried out in this study focuses specifically on exploring the residential experience of a group of 10- and 11-year-old children from a junior school in the...

In Nigeria, student's performances in basic science in the public examinations have not been encouraging over the years. The conventional method of teaching employed by the teachers has been one of the salient factors contributing to the discouraging performance. Previous studies have examined different instructional methods in different subjects without paying much attention to the use of guided inquiry and expository lecture methods on student's achievement in Basic science in Yakurr. This study therefore investigates the effects of guided inquiry and expository lecture methods on students' achievement in junior secondary school Basic science in Yakurr, Cross River State. The study adopted a pretest-posttest non-randomized control groups design using one experimental group and one control group with a 2x2x2 factorial matrix. Four schools were randomly selected from Yakurr LGA. Junior secondary school students in year II(Jss2) in intact classes in each school were used. Two validated research instruments: Basic science Achievement test (BSAT)(r=0.97) and study habit inventory(SHL)(a=0.81 ) were used. Four hypotheses were tested at 0.05 significant level. Data were analyzed using analysis of covariance (ANCOVA). There is a significant effect of treatment on students achievement in basic science. Students in the guided inquiry method had a higher mean score than those exposed to expository lecture method. Gender and study habit did not have significant main effect on student's achievement in basic science. The three-way interaction effects of treatment, gender and study habit did not have significant effect on student's achievement in Basic science. Guided inquiry method is superior to expository lecture method. Classroom teachers, educational psychologists, school administrators, educational planners and counselors should therefore embrace the use of guided inquiry method of teaching in the classroom.

Tyumen region teachers’ experience related to formation of junior schoolchildren culture of relationship with people around when learning in multinational educational collective are revealed in this paper. The authors give examples of actions for children familiarization with various nations’ traditions, customs, art, and show possibilities for active interaction of school and a family.

Purpose: to determine the level of somatic health and adaptive-reserve capabilities of organism of primary school pupils. Material and Methods: physical health level was determined by the means of H. L. Apanasenko method. The methodology developed by S. V. Hosak and O. T. Elizarova was used for estimation the level of pupils’ adaptation to environment. The study involved 55 pupils 6–7 years (27 boys and 28 girls) enrolled in 1-A and 1-B forms of comprehensive school № 7, Shostka, Sumy region. Results: it was determined that characteristics of physical health of most pupils of primary school conform to levels from low to medium, and most pupils have medium level of adaptive capabilities. Conclusions: there is an urgent necessity in organization and conduct of purposeful sports and preventive measures that contribute to improving health and adaptive-reserve capabilities of the organism in junior school

Authors suggest the idea of parental training for the process of foreign-language education of preschool and junior school children. The article reveals goals, contents and methods of work with parents who form readiness for participation in foreign-language education of their children. Problems of continuity of foreign-language education of preschool and junior school children are discussed.

Aquinas College provides ‘across-school’ leadership positions for each of the key areas of Religious education, spirituality and service. These areas are sometimes referred to as the ‘head, heart and hands’ model of religious formation and they reflect a holistic approach to education by including experiential learning. In doing so, each area becomes an intrinsic part of a young boy’s education at Aquinas and every student is called to be a ‘man for others’. In 2005, a formal service programme was introduced at the Junior School level and a Service Coordinator position was created. It is important to keep in mind the overall context in which this programme was developed. The aim of the programme was not only to promote and engage younger students in volunteering and fundraising (as most primary schools already do), but to also link them to service projects that already existed in the Senior school. The Junior Service Program also incorporates leadership and reflections on gospel values and sees volunteering as a learning exercise as well as an opportunity to help others. The main characteristics of the Junior Service Program (known as the JSP) are: (a) Voluntary, (b) Membership, (c) Structured activities, (d) Reflection, (e) Recognition.

This study is specifically designed to measure the effectiveness of Contextual Teaching and Learning (CTL) on the students’ scientific attitude and achievement in Natural Science among Junior school students in Pekanbaru, Indonesia. This quasi experiment involved some 215 Form VII students from three public schools, segregated based on their existing cognitive abilities. The CTL materials was developed by applying RANGKA strategy. Overall, the findings revealed that there is significant difference exist across experimental groups in terms of students’ achievement. However, there is no significant difference in terms of scientific attitude. These findings contribute significant implications for the enhancement of scientific thinking skills among various students’ capabilities and different categories of school. Contextual teaching strategy is found appropriate in achieving the above dimensions in heterogeneous schools. This is due to the fact that the RANGKA contextual learning strategy as developed in this study focuses on the right way for students to learn.

The ORACLE study, first published in 1980, provided much needed systematic descriptive information on the interactions and behaviour of pupils in the upper primary school in the UK, to set against the political rhetoric of the day. Since this pioneering study, there have been several other systematic observation studies of pupils at the same stage, but to date, these results have not been collated in order to provide an historical account of trends over time. This chapter uses data from six large-scale studies (ORACLEs 1 and 2, One in Five, PACE, DISS and MAST) to assess change over time in amounts of interactions with teachers, interactions with peers and independent activities. In addition it addresses two features of mainstream primary schools that have arisen since the ORACLE study: the increase in pupils with special educational needs (SEN) and the huge rise on the numbers of teaching assistants (TAs) working in classrooms. A main result was the doubling of interactions with teachers over the last 35 years, especially interactions as part of the whole class. As a result pupils had a more pronounced passive role. In contrast to pupils without SEN, we found that pupils with SEN had high levels of separation from their peers, either through adult support or because of time spent out of the class. But the main trend over time for pupils with SEN was for them to have far more interactions with TAs, often one-to-one. This has had profound consequences for such pupils’ educational experience and progress.

The article discusses possibilities for improvement of music education employing innovative methods of personal meaning and emotional imitation: the topicality of this process while developing value-based attitudes of junior school age children and integrating popular music in the context of theories of pedagogical thought development is substantiated, following the results of the research, the links of school students’ music activities and formation of value-based principles are discussed as well as possibilities for music education improvement in a contemporary school. On the basis of scientific literature analysis, education at present is perceived as an integral process of constant change and continuity, which is purposefully directed towards improvement of relations of an individual with the surrounding world. History of human culture and accumulated pedagogical experience serve as foundation for general music education today, for linking of past and present values of music culture as well as for their nurturance. A considerable number of researchers in general pedagogy tend to ascribe a very important educative function to music but the role of popular music, as a modern cultural phenomenon, remains unrevealed. The conducted research allows to conclude that striving for improvement of content of traditional music education, the methods of personal meaning and emotional imitation are acceptable to develop value-based principles of junior school children through integration of popular music. The idea of personal meaning method enables learners to communicate with music in a way, which creates preconditions for better cognition of oneself and others. Method of emotional imitation enables a learner to pursue a higher goal, i.e., an ability to live using personally created feelings and thoughts. All this is as if a music-based pretext to communicate with oneself and with others creating a possibility for turning back and looking forward. Thus, not only individuality of cognition but also a value-based attitude of a perceiver are revealed. Keywords: innovative methods, value-based principles, popular music.

In this paper a value of "Literary Reading" subject for achievement of planned results related to the Federal State Educational Standard of the Primary General Education (FSES of PGE) — formation of educational and informative motivation, development of universal educational actions is revealed. Concrete examples related to methods of work with junior school pupils at literary reading lessons are given.

The teaching personal and social responsibility (TPSR) in physical education (PE) has a research base dating back some years. There is significant literature pertaining to senior students, the underserved, problem youth in America, teaching responsibility in gym settings, and through PE and in special projects. At the fore-front of this literature is the work of Don Hellison and his levels of responsibility, which are widely known and respected. While there is recent literature relating to New Zealand educational settings, however there is very little pertaining to junior primary school students. It is this silence that has been explored in this action research study as an area for innovation in teaching, where a working model based on Hellison's levels has been adapted, trialled and refined in a New Zealand junior school setting, and has met with considerable ongoing success.

Recognition of gifted pupils at the junior school age is a very significant factor for development of biologic potentials of the gifted individuals. Recognition of gifted pupils according to the legal norms of the Republic of Serbia a priori implies the right of the gifted pupils on an individual education plan (IEP in the following text) and on the pedagogical and expert support of the expert teams. We will be dealing with musically gifted pupils who do not attend Music school in this work. The task of the expert teams is to establish the IEP for musically gifted pupils and to direct them into development of the gift using the holistic approach. This implies the stimuli for motivation and interest for work of the pupils. Furthermore, it also implies the development of moral behaviour, emotional intelligence and social maturity. The IEP for a musically talented pupil contains five phases presented in this paper as example part of pedagogical practice.

This paper evaluates UNESCO's recommended sexuality educational framework for junior school students aged 5–8 years. It also compares it to an existing state-designed Health and Physical Education curriculum that includes sexual and reproductive health for the same cohort. Based on the universal values of respect and human rights, UNESCO's International Technical Guidance (2009) promotes clear, comprehensive, and evidence-informed sexuality education in the compulsory school years, for all countries. Aimed at education and health decision-makers, the framework addresses knowledge, values and discussion of often-stifled issues that are appropriate for healthy child development, and necessary to counter children's vulnerability to abuse, exploitation and sexually transmitted infections. Most importantly, it emphasises that children are not ready for sexual contact with other people. The results of this paper's evaluation show that the Guidance offers timely, definitive, wide-ranging, inclusive and effective...

My most vivid childhood memories of learning at school were not what the teachers taught me but what I found out for myself. I remember at junior school completing a project on childhood games and feeling important when I discovered there was a museum devoted to the topic. In Year 9 in geography a project on industry led me to interview a manager from a local company. In all these projects I remember the emotional engagement with the work because it was unique to me, but what I did not appreciate was the research and thinking processes that underpinned my endeavours. Working individually and independently I lacked the constructive criticism of peers. It is these omissions that have led me to me value not only the TASC framework (Wallace, 2008) and the work of Bognar and Zovko (2008), but also the idea of a research community, as shown by Whitehead and Huxtable (2008) in their University of Bath seminars. Through employment of these strategies in answering the question ‘How can I enable the gifts and talents of my students to be in the driving seat of their learning?’, I have discovered new opportunities for these students. Concurrently I have also been given the confidence through working in a non-judgemental seminar environment to start to recognise that I too have gifts and talents as a teacher. Into this narrative I pull together strands that have been woven together, to form an exciting tapestry for both the student and teacher to develop their gifts and talents. For the student there is a new qualification from the English Examination Board (AQA) called the Extended Project Qualification (AQA, 2007), which appears to meet a need to develop the skills of independent and interdependent learning. For the teacher there is the opportunity afforded by the concept of an educational living theory (Whitehead, 2008).

Despite three decades of research and development of anti-bullying intervention, this form of systematic aggression continues to be common in schools. The present study investigated if a contributing factor might be that some pupils are unreceptive to teachers’ anti-bullying lessons. It invited 8–11 -year-old junior school pupils (N = 227) to indicate if this was the case, and if so, to give their reasons. Many did indicate being unreceptive (81.9%). The most common reason was “It is not for me because I don’t bully anyone” (81.9%), followed by “I know enough about bullying already” (22.9%), “It is boring or I have heard it all before” (19.4%) and “Teachers have to do it but they are not really interested in stopping bullying” (14.5%). Some significant age differences emerged. Results are discussed in terms of implications for anti-bullying work in schools.

In the same country the knowledge acquisition and understanding under the different cultural education stages have the slight differences which can reflect on the making decision especially for the first impression. In order to analysis the differences of the Chinese students’ first impressions towards Japan and the corresponding knowledge acquisition ways under Chinese different cultural education stages, we firstly used the questionnaire through the nine-in-one drawing method to obtain the accurate first impressions and corresponding knowledge acquisition ways data, the different stages consist of the junior school, senior high school, university stage major in Japanese and not major in Japanese. Secondly, paired-t-test method was employed to access the differences degree of impressions and ways between the different stages. The results by analyzing the above difference suggested that, the knowledge shortage and corresponding acquisition ways during the different cultural education stages can be summarized for educational leader to make the personalized and reasonable decision.

This study aims to explain the influence of the learning model "outdoor study" of the ability to communicate through writing or "paper" and the result of learning social-geography students. Learning model "outdoor study" done by the students conduct field observations and interviews. The ability to communicate through writing is measured based on the task of making “paper”. Learning outcomes are measured through the pre-test and post-test. This study was designed using quasi experiment with non-equivalent patterns of pre-post test control group desaign. The research location in the Midle Junior School in the area "Mataraman" East Java Province. Area "Mataraman" is Blitar, Tulungagung, and Bojonegoro. Analysis of data using test scores and gain one-way ANOVA with a confidence level of 0.05. The results showed that the learning model "outdoor study" effect on the ability to communicate through writing or paper with a score of F calculate equal to 6.410. Furthermore, also affects the learning outcomes geography scores F calculate equal to 7.114. In which both scores indicate greater than the value of F table 4.00. Thus, it can be concluded that the study "outdoor study" through observation and field interviews, not only can improve learning outcomes, but also can improve students' skills in writing papers in the field of geography. Such learning is necessary implemented in Junior Midle School since been shown to improve the ability to write "paper" and student learning outcomes. DOI: 10.5901/mjss.2016.v7n3p429

Анализ позиций исследователей позволил определить некоторые методологические основания преемственности дошкольного и начального уровней образования. Предложены результаты опытно-поисковой работы по изучению преемственности в социальном воспитании детей на уровне дошкольного и начального основного образования.

Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a twostage model, which includes a 3-year undergraduate program of subject matter that leads to a licenciatura (or bachelor) degree and a 3-year professional master in the teaching of a subject. The way that teacher educators perceive the ITE programs effects the education of prospective teachers and consequently the future of science education. This paper aims at analyzing how science teacher educators perceived the changes that took place in this formal way of educating junior school (7th–9th grades) and high school (10th–12th grades) science teachers in Portugal, due to the implementation of the Bologna guidelines. To attain the objectives of the study, 33 science teacher educators including science specialists and science education specialists answered an open-ended online questionnaire, which focused on the strengths and weaknesses of the pre- and post-Bologna ITE programs, the overall quality of teacher education and measures for improving ITE. The results indicate that science teacher educators were quite happy with all of the ITE models, but they expressed the belief that both the science and the teaching practice components should be strengthened in the post-Bologna masters in teaching. Meanwhile, changes were introduced in Portuguese educational laws, and they proved to be consistent with the opinions of the participants. However, the professional development of teacher educators along with evidence-based ITE programs seems to be necessary conditions for overcoming the challenges that teacher education is still facing in Portugal and worldwide., This work was funded by CIEd—Research Centre in Education, Institute of Education, UMinho, UID/CED/01661/2013—through national funds of FCT/MCTES-PT.

The article deals with the urgent problem of formation of ethnic tolerance in the modern society. It is noted that this issue becomes especially important in the multinational community of Russia and this fact substantiates the necessity of formation of ethnic tolerance beginning with junior school age. The author considers that the formation of ethnic tolerance in preschool children should be based on social partnership between the family and the nursery school, characterized by equality, dialogue, voluntary interaction, self-dependence and conscious choice and solution-taking by each party. The article defines the stages of formation of social partnership in the Russian system of education, and singles out its main features at the present moment. Based on generalization of theoretical and practical works, the author thinks that it is necessary to prepare the family and the nursery school to productive interaction in the sphere of interethnic relations which would allow teachers to gradually form ethnic tolerance of children.

In this writing it is my intention to show how using philosophy and creative thinking with junior school children has enabled me to identify gifts and talents of which I might otherwise have been unaware and to show the impact this has had on the children concerned in terms of their own awareness of themselves as learners. I will also question where this fits into current policies on gifted and talented education. The article will demonstrate how I have used an action research method based on my own values and embodied professional knowledge in that I have identified and sought to improve an area of concern in my teaching, and in generating my own living theory of how I teach, I have made my ideas available for public scrutiny, therefore testing them for validity against the critical responses of a wider audience (Whitehead and McNiff, 2006: 13). Using notes from my personal journal, sharing video evidence with colleagues and in discussion with the Tuesday Master’s group at Bath University, I intend to comply with Habermas’s (1976) criteria for validity in that what I say will be understandable to another person, understood by him or her and a common understanding reached, enabling me to add my own living theory contribution to the wider body of professional knowledge.

The nature of expertise in astronomy was investigated across a broad spectrum of ages and experience in China and New Zealand. Five hypotheses (capable of quantification and statistical analysis) were used to probe types of expertise identified by previous researchers: (a) domain-specific knowledge-skill in the use of scientific vocabulary and language and recognising relationships between concepts in linguistic and schematic forms; (b) higher-order theory in terms of conceptual structure and enriched scientific knowledge and reasoning; with an expectation of cultural similarity. There were 993 participants in all, age 3–80 years, including 68 junior school pupils; 68 pre-school pupils; 112 middle-school students; 109 high-school students; 79 physics undergraduates; 60 parents; 136 pre-service primary teachers; 131 pre-service secondary teachers; 72 primary teachers; 78 secondary teachers; 50 amateur astronomers and astronomy educators; and 30 astronomers and physicists; with approximately equal numbers o...

Standard assessment tests have been part of the literacy practice in English primary schools for many years. While educators point to the dangers of ‘teaching to the test’, politicians continue to believe that the best way of achieving accountability is by retaining league tables of these test results. Currently the curriculum is too readily restricted by what can be tested with little time allowed to stimulate children's imaginative thinking. This article looks critically at practice in an English junior school that has been in the top 9 per cent of performing schools and the effect on two Level 5 writers. The author offers a more complex approach for consideration, with herself as the teacher assessor concentrating on what is good in the writing as well as what is weak and offering interactive, followed by remedial, feedback to the writer.

Recent literature on the role of the interactive whiteboard (IWB) has indicated numerous ways in which teachers make use of the IWB to support children’s learning. In these studies there is a growing awareness of changing roles in the classroom as teachers gain confidence in the use of new technologies. This study describes how a researcher worked with a teacher in a small rural school in New Zealand to document and understand the use of an IWB to enhance the learning of young children ages five to six years. The focus of the research was on how the features of the IWB supported teaching actions and provided potential and structure for the children to develop their ‘key competencies’, broadly conceptualised as the development of knowledge, skills and aptitudes for learning. Here the authors demonstrate that it was the teacher’s orchestration of the classroom environment, incorporating the use of the IWB, that was the key to the development of pupil autonomy as they learnt to take risks and to be creative ...

The rationale for this study sprang from the dissatisfaction expressed in many countries during the OECD reviews about the split in services. Because of the split, ministries had ceased to talk with each other: early education had tended to become a junior school and care a question of baby-sitting while mothers worked. In particular, the low qualifications of staff in child care and the suppression of children’s natural learning strategies in kindergarten had become matters of concern. Examples of integrated systems were already available in the Nordic countries to show that such oppositions were not necessary. The integration of early education and childcare is often considered a question of auspices or administration. To the contrary, our analysis shows that to be successful, integrations must go deeper than this. As examples, integration is examined in some countries, in particular, in the forerunners, such as New Zealand and Sweden, and then in some of the newcomers, such as Brazil and Slovenia. Finally, conclusions and recommendations are provided.

The Special Education Needs Code of Practice (2001) states that both parents and children should be actively involved in the decisions that surround the child's special educational need. In particular, it acknowledges the ‘unique knowledge’ that children have of their own needs and advocates that they should take part in the setting and evaluating of Individual Education Plan (IEP) targets. This small-scale research project, involving Year 6 students in a mainstream junior school, investigates to what extent there is common agreement between the teacher, parent and child with regard to the nature of the child's need. Additionally, it examines to what extent partnership is expressed through the targets shown on the IEP and in particular whether the voice of the child is heeded. This article concludes by suggesting that while some children may be willing to engage with IEP targets that are teacher-initiated, children whose voice is overlooked are in danger of becoming disengaged from learning. [ABSTRACT FROM AUTHOR]