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Analysis of the data of special scientific-methodological literature on organizational-methodical approaches in junior school children with hearing impairments has revealed a number of scientific researches devoted to the development and implementation in practice of adaptive physical education of correction programs, methods and technologies aimed at correction of coordination ability disorders in studied contingent. At the same time, it is found that to date, correction of coordination ability disorders in children has been insufficiently studied, which conditioned the choice of research topic. The objective of the work was to substantiate and develop technology for correction of coordination ability disorders aimed at improving the efficiency of the process of physical education of junior school children with hearing impairments. The following research methods were used: analysis of scientific and methodological literature, analysis of documentary materials, method of anthropometry, method of stabilograph pedagogical methods of research, methods of mathematical statistics. As a result of the study, indices of coordination abilities and physical development of 62 school children with hearing impairments and 105 practically healthy children, whose age was 7-10 years, were determined. It is established that junior school children with hearing impairments have a lower level of physical development and coordination abilities than their practically healthy peers. On the basis of recent researches of foreign and national experts and results of own studies, the technology for correcting coordination ability disorders in junior school children with hearing impairments in the process of physical education has been developed. The technology consists of three stages:initial, corrective, supportive, and includes 4 blocks («Theoretical training», «Socialization», «Corrections of coordination abilities», «Control»). We have developed seven models of lessons, twelve sets of physical exercises, six of which involve the use of unstable equipment (the “BOSU” balancing platform).

The article discusses important issues of ensemble interaction, provides specific examples of games and tasks to improve the performing technique, mutual understanding and coherence.

The article deals with the actual topic of the respiratory system functioning in elementary school students under the influence of training in health and sports tourism. Objective. To study the features of health and sports tourism session impact on the functioning of the respiratory system of children of primary school age. Methods. Analysis of scientific and methodological literature, pedagogical physiological methods of mathematical statistics. Results. The study consisted of a confirmatory (163 pupils of 2-4 grades) and forming (40 pupils of 3-4 classes) experiments. The main difference between health and sports tourism is the purpose of their use in the process of physical education: health improvement and enjoyment of motor activity within the framework of physical recreation and achievement of sporting result, respectively. During the confirmatory experiment, it was determined that the respiratory system of children of the junior school age is characterized by reduced values of pulmonary volumes and unsatisfactory indices of hypoxic samples. During forming experiment, it was found that children engaged in health tourism showed more significant increases in the parameters of the respiratory system compared with those engaged in sports tourism, namely: the index of Vital capacity - by 17.50 ml; Stange's test score - 0.20 sec; Ghenchy’s test score - by 0.30 seconds. It should be added that Stange's 15% sample rate has improved by 15% and the Ghenchy’s sample rate by 10% in experimental group as compared to control group. Thus, the use of health tourism in the physical education of junior pupils contributes more significantly to the development and functioning of their respiratory system.

This study examined organisational culture as a determinant of workers’ job commitment in public secondary schools in Ogun State. The study adopted an ex-post facto design approach. The population consists of all workers (teaching and non-teaching staff) in secondary schools in Ogun State, Nigeria. A multi-stage random sampling technique was adopted where five (5) public secondary schools (comprising of both junior and senior) were randomly selected from each of the local government area s from twenty (20) local government areas in Ogun State, making a total of ten (10) secondary schools were selected for the study. Stratified random sampling technique was used in selecting ten (10) workers (teaching and non-teaching) from each junior and secondary schools respectively, making a total number of twenty (20) workers from each of the selected ten (10) secondary schools. A total number of 200 workers was selected for the study. The instrument used for this study is a questionnaire which is sub-divided into three sections. Section A was used to collect information on personal characteristics of the respondents while Section B contained Workers Organisational Commitment Scale which was designed to measure workers’ job commitment. Section C contained Organisational Climate Index (OCI) and was used to measure organisational culture. Data was analyzed using regression and T-test analysis at 0.05 level of significance. Findings revealed that organisational culture has significant relationship with public secondary school workers’ job commitment and that there was no significant difference in public secondary school workers’ job commitment between senior and junior school employees. It is concluded that organisational culture determines job commitment of public secondary school employees in Ogun State. Based on the findings, it is therefore recommended that motivation strategies should adopted to improve teachers’ salaries and promotions. Teachers should positively change their attitude s to work and view their job as more of a call than a profession.

The article deals with socio-psychological training as one of the most effective and perspective directions of work of a social worker with a family. This training helps to solve a wide range of tasks, primarily related to communication in the family - the focus on correction and development of the system of relations of personality - competence in communicating with the child. In the context of the study, the essence of the concept of training (socio-psychological training) in the work of a social worker was disclosed. There is described a training for parents and teachers about understanding the emotional development of the child and promoting of positive communication. The following methods were used: analysis, generalization of scientific literature on the use of social-psychological training by a social worker in working with family and teachers. The stages of preparation of parents and teachers in participation in social psychological training, which provide positive perception of training sessions with them, are presented. The author describes the structure of the author's social and psychological training on the formation of positive child-parent relationships and the emotional interaction of a teacher with a child of junior school age, which consists of five workshops. It is concluded that the use of social-psychological training with the family in the work of a social worker provides positive perception of parents and teachers of the peculiarities of the social and psychological development of the child and the formation of tolerant communication with others in the adult.

In the article the analysis and theoretical generalization of the pedagogical heritage of V. Sukhomlynsky are carried out, the actuality of natural science education for the development and upbringing of the child is elucidated, it is determined that the lessons in nature are an effective way for the formation of natural qualities in junior pupils. Today is the time to find more accurate psychological effects on the spiritual world of the child, namely the knowledge of the world through direct communication between the child and nature. The admiration of nature is rather complicated process. It is not just observing its objects and the phenomenon or fixing changes in the environment and their explanation in terms of causal relationships. The admiration of beauty means to make her as a subject of special attention, spiritually connect with it. The admiration necessarily provides for a moment of appreciation. But the most important is that aesthetic parameters are dominated in this assessment. The technology of conducting lessons of admiration of nature is more different from the regular school lesson or excursion and requires from teacher the high pedagogical culture, because during this lesson chil­dren receive not so much nominative as emotionally-sensual and artistically-shaped information about nature, which provides proper level of comprehension of aesthetic significance of environment. The analysis of pedagogical sources suggests that the influence of nature on the child's body also has a health effect, since the natural environment is calming, removes irritability and stress, stimulates the influx of forces, improves both the emotional and physical condition of the child. As evidence of scientific and pedagogical and psychological and methodical literature, children of junior school age, who are often in the natural environment, are less ill, they are energetic and cheerful, they have more developed aesthetic sensations and tastes. Pedagogical heritage V. Sukhomlynsky contains valuable theoretical and practical provisions that should be used in the process of education and upbringing of junior pupils. In the context of reforming modern education, it is imperative to serve the ideas of an outstanding teacher. Today, in front of the Ukrainian school and teacher, an important issue is the transformation of education into an interesting, fascinating process of knowing the child of the world around us.

The article deals with the problems of correcting movement disorders in junior school children with spastic forms of cerebral palsy. 58 children of 7-8 years participated in the ascertaining experiment. They were divided according to the form of cerebral palsy and the level of motor development. The results obtained indicate movement disorders in each group of children. Based on the obtained characteristics, a technology to use a differentiated approach in the distribution of physical education was developed and proposed. To obtain an objective evaluation of the proposed technology, a design experiment was organized, involving 25 children of the control and experimental groups. Previous studies have tested the effectiveness of the proposed means, so the re­ levance of the article acquires their more detailed disclosure. Objective. To reveal differentiated corrective blocks of exercise for children aged 7-8 years with spastic forms of cerebral palsy. Methods. Theoretical analysis and generalization of scientific and methodical literature, pedagogical testing, pedagogical experiment, methods of mathematical statistics. Results. The article presents detailed content of the developed technology, the structural components of which are the goal, tasks, principles, methods, tools, as well as stages of its practical implementation. Movement correction technology was implemented in three stages (preparatory, basic, supportive) using five blocks of exercises (relaxation, strength, playing, coordination, motional). It is noteworthy that the relaxation exercise block was the same for all children of the experimental group, whereas the strength, playing, coordination and motional were selected individually depending on the level of motor development according to the GMFCS classification and the form of cerebral palsy. This approach allowed to perform corrective work in the area of the closest development of motor skills, starting from the level at which the child stopped.

Objective - Food products are diverse in Indonesia. However, there are still numerous products have not certified as halal food. It becomes a challenge, especially for children who cannot adopt a decision with full consideration. This research aims to analyze knowledge, attitude, subjective norms, behavioral control, purchase intention, and purchase behavior differences among students from every level (elementary school, junior school, and senior high school). Furthermore, this research also aims to analyze the influence of knowledge, attitude, subjective norms, and behavioral control toward purchase intention and the influence of knowledge, attitude, subjective norms, behavioral control, and purchase intention toward a purchase behavior. Methodology/Technique – The research conducted as quantitative research through a self-administered survey on 207 students from elementary school, junior school, and senior high school. The analysis performed SEM. Finding & Novelty - The results show that overall, attitude, subjective norms, and behavioral control significantly influence purchase intention and attitude, subjective norms, behavioral control, and purchase intention influence toward a purchase behavior. This finding implies that the role of business and government in facilitating consumers to buy halal food. Type of Paper: Empirical. Keywords: Halal Food; Knowledge; Purchase Behavior; SEM; Theory of Planned Behavior Reference to this paper should be made as follows: Simanjuntak, M; Nasiha, F. 2019. Halal Food Purchase Behavior of Students from Three School Levels Using Theory of Planned Behavior Approach, Global J. Bus. Soc. Sci. Review 7 (3): 194 – 203. https://doi.org/10.35609/gjbssr.2019.7.3(4) JEL Classification: M30, M31, M39.

The primary task of modernizing and reforming the education system in Ukraine is the preservation of the values of childhood, the need for humanization of education, the personal approach, the development of abilities of students, which together provide psychological comfort and promote the creativity of children. Today, the priority is to create a system of sociopolitical and universal human values - moral and ethical, such as: justice, care, respect for life, respect for oneself and other people, dignity and sense of honor in particular.In this work the author substantiates the urgency of the problem of forming a sense of honor among junior pupils; reveals features of junior school age as the most sensitive period of personal and moral development of schoolchildren, which provides the basis for ethical knowledge, beliefs and a number of other necessary prerequisites for the subsequent development of the spiritual potential of man. In the specified age there is the ability to analyze the criteria for children’s moral assessments, the ability to compare and correlate them. Needs, age interests, moral self-esteem, aspiration for the self-affirmation of their “I” generally serve as the internal force that determines the behavior of the junior pupils and their moral development.Investigating the problem of forming a sense of honor in junior schoolchildren the author argues that the personal and moral development of the personality of the junior pupil is defined as a spontaneous and organized process based on conscious perceptions of life experiences and own experience of relationships associated with the child’s implementation of moral norms, the development of moral self-awareness and self-esteem, manifestation of moral reflection and the formation of moral feelings. Honor as a personality property is precisely the quality that underlies the concept of the formation of a moral personality of a modern junior student.According to the author, the main factors that determine and promote the development of this moral feeling at the junior school age may be: the formation of adequate self-esteem, unconditional self-acceptance, moral self-regulation of their own actions. This is confirmed by the psychological age features and neoplasms of the younger schoolchildren, which are becoming deeper and more stable at the end of the junior school age. Consequently, the sense of honor of a younger student is defined as a moral feeling experienced by children as an emotional and valuable attitude towards oneself and others.

The research aims at describing the implementation of Ayo Balik natural science learning model to the eighth-grade students of SMP Negeri 1 State Junior High School, Semarang regency, Central Java, Indonesia. It used a qualitative approach. The techniques of data collection consisted of limited, wide, and validity tests. The data validation used theory and data/source triangulation technique. The data analysis employed an interactive model, including data collection, data reduction, data presentation, and conclusion. The results of the study show that 1) Ayo Balik model could develop the students’ cognition, affection, psychomotor competencies, and academic activities. 2) The model could encourage among students to welcome and tolerate the difference in races, religions, academics, and social strata. 3) The model could develop the students’ social skills. It can be concluded that Ayo Balik natural science learning model was said to be effective and efficient for increasing the students’ academic performances. Similarly, it can encourage the students to play an actively cooperative and collaborative role in a learning process, on one hand. On the other hand, the teachers do not have any difficulties in a learning activity. They can be easy to discuss them and can create a fun learning and varied atmosphere. https://doi.org/10.26803/ijlter.18.8.8

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.

At the present stage of the modernization of the education system in Ukraine, the problem of the creative person formation and his or her ability to artistic and creative activity is one of the main issues in the modern artistic pedagogics of the present. The relevant task is to provide conditions for the artistic and creative development of the every child personality of the junior school age, which contributes to their harmonious and comprehensive development at the artistic educational institutions. These tasks require updating of artistic concepts and paradigms in the field of artistic and creative education of primary school students. The aggravation of the contradiction between the need of specialized artistic educational institutions in optimizing the creative development of this age children and the insufficient level of methodological providing of the educational process determine the relevance of this analysis. As it is in the process of artistic and creative activity of the junior school age children, an interest in different types of art develops, and in future love and an inexhaustible desire to engage in certain of them appear, therefore, the success and effectiveness of such development in art schools totally depends on the professionalism and competence of a teacher. Only the teacher in the process of studying is able to create such conditions that will facilitate the acquisition of grades 1–4 pupils of the basic skills of artistic and creative activity and children will be able to remember and recognize works of different kinds of art, to be excited about them, to admire about the content of works, the beauty of their forms and images. The purpose of this study is to substantiate the basic conditions for teachers of artistic educational institutions regarding the effectiveness of artistic and creative development in the process of studying through the integration of arts. The methodological basis of the article was the generaladectic principles (connection with the surrounding reality, systematic and sequential learning, and an individual approach to the children development of elementary school age), as well as the principles of artistic and creative development of grades 1–4 pupils in art schools, with the specifics of artistic activity various types: encouraging children to discover creative potential in the process of studying various arts; application in the process of integration of art as a means of artistic and creative development of children of junior school age; enriching the aesthetic experience of students, as well as the direction of artistic and creative development in understanding the artistic image by mastering the means of artistic expressiveness of various types of art. Many pedagogical studies have proved that it is the elementary school period that is favorable for the development of the child’s creative personality in the process of artistic and creative activity, and this very age contributes to its comprehensive cognitive development. Since pupils of junior school age have high cognitive activity and psychological readiness for artistic and creative activity, they are quite easy to learn and can absorb a large amount of information on different types of art. Application of integration in the process of studies in art schools with children of junior school age, above all, will allow to achieve integrity in the pedagogical process, to fully involve students in the world of art, through participation in various forms of artistic and creative activity, as well as to implement new methods and receptions of artistic and creative learning, due to the possibility of applying an individual approach to each child. Indeed, hence to the integration of the arts there is: first, the approach of children to artistic knowledge not only through reason, but also through feelings and emotions; second, the disclosure of the inner world of children of junior school age and their maximum rapprochement with the teacher. Conclusions The use of artistic integration in classes at artistic educational institutions contributes to a deeper assimilation of pupils of the junior school age of artistic culture and artistic heritage, the development of cognitive interest, and through the development of creative abilities and acquired knowledge, skills and abilities, helps to reveal their artistic and creative potential in the process of participation in various types of artistic and creative activity.

The article analyzes scientific and theoretical literature of the problem of emotional interaction of the child with parents, which is important in the work of a social worker with different types of families. Our goal is to describe the content of the problem of family relationships and the upbringing of the child and study the microclimate of the family of children of junior school age in the work of a social worker. To study this phenomenon, we used a projective test . A detailed analysis of the indicators of intra-family relations was conducted: favorable family situation, anxiety and conflict, inferiority and hostility of the family. The obtained indicators give an opportunity to assess the extent of the child’s dissatisfaction with family relationships, which causes inadequate changes of his behavior. Such parents perceive their child negatively, as not fit and unsuccessful. It seems to them that a child will not succeed in life because of his poor ability and inability to control his emotions. Also, in the minority of respondents, a positive psychological climate of the family was found, which ensures the formation of positive arbitrariness of emotional regulation, behavior patterns and adaptation process in early school-age children. The main results of the research are described: in the majority of children there is a tendency towards negative social and psychological climate in the family. In a small number of children, the development of deviant behavior can be observed, therefore, in this case, the social worker needs assistance not only to the child but also to the parents. The obtained indicators reflect the system of complex stereotypes of family relationships that lay the foundations of the outlook and influence the emotional and personal development of a younger student.

The article examines reflexion as a determinant factor in personality formation that ensures activity successfulness, and reflexivity as a mechanism for personal efficiency formation. Reflexion is defined as an integrative property and a mechanism that enables a personality to realize and assess personal subjective qualities, to analyze personal «Me», to set new goals on the basis of personal meaningful assessments of own potentials, and, in conjunction with these goals, adjust adequately the perception of oneself and personal attitudes toward people around. The article describes the modern meta-cognitive interpretations of reflexion as a rethinking of the contents of consciousness, which has regulatory functions. The article analyzes data obtained from the experimental research on the types and properties of reflexivity, according to the criterion of its orientation (intra- and inter-psychic), characteristic for pupils with different efficiency during their transition from junior school age to adolescence. Pupils with high personal efficiency at stable, «uncritical» periods of school life demonstrate a sufficiently successful mastery of the ability to self-analysis, self-understanding, and understanding of their attitudes to others. At the same time, it has been found that the transitional periods (from primary to secondary school, from junior school age to adolescence) and the periods of adaptation show appearance of destructive tendencies, «blocking», and a decrease in the rate of reflexivity development, especially in the groups of low-efficiency pupils. The article proves that pupils’ intra-psychic reflexion is developed more intensively and constructively than inter-psychic during the period from the 3rd to 6th school years. This general tendency is observed in both groups of pupils: with low and with high personal efficiency. The development of intrapsychic reflexion is intensified at the transition to adolescence, as evidenced by an increased number of indicators showing average and higher than the average levels of this type of reflection, especially in groups of pupils with average and high-efficient levels.

This study explores the teaching method of project-based learning (PBL) compared to the traditional teaching method in Chinese schools by investigating the effects of PBL on junior school students. A teaching unit lasting two weeks on inheritance and genetics was used as curriculum and student achievement compared between an experimental group (n = 107) where PBL instruction was used versus the control group (n = 103) where standard traditional classroom instruction was used. Students in the PBL group had significantly higher scores in learning procedure (d = 1.003), achievements (d = 0.566) and students’ self-assessment (d = 1.539). The overall effect size for the PBL group was d = 0.989.

The article is based on the idea of studying the growth of the regulatory role of child’s speech in the activity organization and feasance and the conduct of child’s behavior. According to this idea, the child’s volitional behavior arises with the skills appearance to build speech utterances, when youngster begins to draw up a plan of his/her activity and regulate the process of his/her implementation with their help, i.e., the development of planning and regulatory speech functions is in progress. Emphasis is placed just on the problem of forming in children the ability to build utterances on their own in connection with the development of speech functions and their volitional development. It’s given the proof of the interconnection of the stages development of planning and regulatory speech functions in preschool and junior schoolchildren and the conditionality of the volitional development of children by the development of their speech skills and functions. The paper presents a functional-structural model of the development process optimization of planning and regulatory speech functions by children in forming their speech skills. It’s illustrated the structure of the program forming preschoolers’ and first graders’ skills to model speech utterances for their development of planning and regulatory speech functions, the formation of which is considered as one of the their volitional behavior development mechanisms. The effectiveness of this program has been experimentally proved. The results show the substantial children’s speech development changes, the positive will development dynamics, the time history in an interrelation between children’s will and speech development, namely: volitional development was connected with all connected speech indicators at the same time, in preschoolers – mainly with their utterances completeness and logic, in first-graders – with the understanding of the meaning of their own speech in activity. On the basis of the scientists’ theoretical and experimental works and presented empirical research results analysis it’s suggested to assume the senior preschool age as a sensitive for the regulatory speech function development and the junior school age – planning one.

The article highlights the results of the approbation of the method of forming the basis of valuable attitude to the health of children aged 6-7 years of life in the interaction of the institutions of preschool education and primary school. The stages of organization of experimental work are presented in the paper. The basic forms and methods of formation of the basis of valuable attitude to the own health of children 6-7 years of life are determined. The achievements of pre-school childhood with the purpose of their enrichment at the junior school age and ensuring the consistent growth of the child's personality are determined. The necessity of taking into accountthe principle of continuity in the work of the institution of preschool education and primary school is proved in relation to the formation of healthy lifestyle habits of children. The work with teachers, parents is analyzed in the context of the problem under investigation.

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.

The article reveals the main directions for the development of a joint speech of junior high school students regarding the provisions of the New Ukrainian School. In accordance with the general purpose of education, the mission of the elementary school is the diverse development of the child's personality in accordance with her age and individual psycho-physiological features, the formation of her general cultural and moral and ethical values, key and subject competences. The linguistic development of junior high school students is one of the central problems in modern elementary school. Learning the language today is focused on solving such pressing tasks as linguistic, emotional, moral and intellectual development. Formation of coherent speech children is a long process. It requires extraordinary effort, endurance, perseverance and depends on many factors. Only if the proper organization of education, the choice of the teacher of the primary classes of the best methods, methods and forms of coherent speech can become the basis for the formation of pupils of junior school age curiosity, which subsequently grow into a stable character rice. That is why the main task of oral speech is to develop speech skills based on the correlation of language theory and speech practice; definition of the content and nature of speech exercises; the selection of speech material; application of appropriate methods and techniques.

The World Wide Web (WWW) or the Internet is a unique learning and information environment. The article discusses the use of the Internet in teaching English to young learners. It explores the possibilities and challenges of using the Internet in teaching and learning. It provides the definition of the term “content” as well as various points of view on the terms “potential”, “educational potential” and “pedagogical potential”. Special focus is on the effective use of ICT in junior school and possible adverse effect of the WWW on young learners (irrelevant or even harmful content). The article highlights the educational potential of the Internet in teaching English to young learners. First, it is an inexhaustible source of information–British and American studies and a lot of authentic materials. Besides, the Internet is the fastest means of sharing information, it facilitates interaction between a teacher and young learners, and motivates students to develop their competence in English. The paper gives an overview of special ICT skills of an English language teacher: technical, technological, psychological, and teaching skills along with the ability to find, select and evaluate on-line resources for young learners.

The article is devoted to the topical problem of educating dignity in junior schoolchildren. Based on the analysis of philosophical psychological and pedagogical literature, generalization of the obtained empirical data, use of pedagogical diagnostics, the basic tendencies and features of education of dignity at younger schoolchildren are revealed, criteria (cognitive, emotional-value, active) are defined with the corresponding indicators, which allowed to characterize dignity in junior school students (high, medium, low). Students' understanding of the concept of "human dignity", the peculiarities of its upbringing and behavioral manifestations is considered. The practical significance of the study is determined by the fact that its results allow to improve the quality of the educational space of the school, to increase the effectiveness of its impact on the moral and ethical development of the younger generation, to adapt the activities of junior students to real life. The defined age features of students of grades 1-4 allow to provide a qualitatively new educational effect in solving the problems of moral education of schoolchildren, features of influence of pedagogical and educational systems on formation and development of the person are considered. Various approaches to determining the essence of moral value – dignity and factors of its successful formation, which have gained recognition in foreign pedagogical thought and spread in educational practice, are analyzed. The article reveals the state of formation of dignity in junior schoolchildren at the ascertaining stage of scientific research. The practical significance of the article is that its materials can be used in the organization of educational work of general education institutions and training of primary school teachers

In March 2019, a pertussis outbreak occurred in children in a junior school (7–11 years) in England who had been offered pertussis-containing booster vaccine at 40 months of age. In a case–control investigation, we assessed the extent of transmission and any difference in protection afforded to those who had previously received a booster 3- or 5-component acellular pertussis vaccine (aP). We took oral fluid specimens from the students to determine IgG antibodies against pertussis toxin (anti-PT). Parents of students attending the school were sent a questionnaire on pertussis symptoms and vaccination status was retrieved from general practitioner records for all students. Of 381 students, 134 (35.2%) were classified as pertussis cases, 133 by demonstration of significant anti-PT IgG titres and one clinically. There was no significant difference in the risk of pertussis between students receiving 3-component (33.7%) or 5-component (32.3%) aP boosters. However, pertussis infection differed significantly in school year 4, with 22.9%, 50.0%, 23.7% and 38.1% pertussis cases in years 3, 4, 5 and 6, respectively. The proportion of students with incomplete vaccinations recorded was higher than the proportion of those not covered according to the national reported coverage, possibly contributing to sustained transmission within the school.

This study is to investigate the types of teacher’s feedback on writing which given by the teacher’s and to find out how the teachers gave feedback on writing procedure text on junior high school, to elaborate the reasons of the teacher conducting the feedback on students writing of junior high school. It is used descriptive qualitative method. The findings were two types of feedback found on students’ writing procedure text students of junior school. They were: Direct and Indirect. Direct feedback which is provided in the 37 of the total feedback and has percentage as many as 79%. Second, it was indirect feedback, it has many percentages 21% of 10 the total feedback. And the teacher used those types of feedback on students’ writing was because it could make the students’ have more vocabularies and the students did not think more about what was the correct words. Keywords: Teachers’ feedback, students, procedure text, writing.

Two information literacy skills pilot projects are being undertaken at Malvern St James School (MSJ) with Year 6 and Year 9 pupils during 2009-10. The projects encourage the development of independent learning skills, with pupils planning, managing and executing both the research and practical elements of their project. Each pupil sets their own aims and objectives and it is the process skills as well as the project that is assessed. The projects examine pupil motivation levels, if pupils can use research to inform their practical project and how pupils respond to opportunities to undertake self-directed learning. Introduction Two pilot projects were started in the academic year 2009-10 at MSJ; a United Kingdom (UK) girls’ independent boarding school with 370 pupils aged between 4-18 years. The Year 6 Independent Learning Challenge (ILC) took place from January-June and the Year 9 project consisted of an intensive week in June. Year 6 pupils are 10-11 years old and Year 9 pupils are 14-15 years old. This is the first year that this type of self directed project of has been undertaken in the Junior Department. Planning of the project took place between the librarian, the class teacher and the head of the Junior School. Individual lesson plans were then developed by the librarian. The initial Year 9 project proposal was modified due to time constraints, exam timetabling and whole-school activities that had been planned for the half term. Instead of being run over a series of three weeks, the leadership team decided that the project had to be carried out during a single week. This meant that the initial three week plan had to be contracted into a more intensive week. Aims The aims of the project were based on the Negotiated Independent Learning Unit (NILU) developed by Carmichael (2009), a teacher-librarian from Brisbane, Australia, who has created a module of work to allow the practical implementation of independent learning theory. The Independent Learning Program provides a method, an example of how these principles and concepts can be translated into units of work that are student centred, process skill based, uses personal interest as the motivating factor, takes into consideration personal learning styles of the learner and offers a way that students can realise self confidence and autonomy (Carmichael, 2009). The ethos of Carmichael’s unit matched with the aims that I had for the students at MSJ. I wanted pupils to be able to develop independent learning skills whilst exploring a topic that motivated them but was not constrained by curriculum targets. Crucially the project provided recognition of the learning journey and assessment of independent and information literacy skills and not just assessment of the final product. It is the element of skills assessment that is a key focus and this supports the aims of the expand acronym QCDA (n.d.a) who state that, Assessment is at the heart of a successful curriculum and is a fundamental part of good teaching and learning. It enables learners to recognise achievement and make progress, and teachers to shape and adapt their teaching to individual needs and aspirations.

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.

The introduction of new assessment policy can reverberate throughout all levels of schooling. This paper presents an in-depth investigation into one school’s response in the Junior years of secondary education to the introduction of a new Senior years’ assessment system. The investigation focuses on the educational context of a high-performing school where school leaders decided to prioritise learning rather than summative assessment in the Junior school. The findings reveal the practices required to make critical changes to the assessment culture and related assessment systems for the school, within a context of national assessment accountabilities and high community expectations. These practices include the collaboration of school leaders with teachers, students and parents to drive change while maintaining high performance.

Emotion understanding develops intensively in preschool and junior school. Although the parent/family environment has been shown to affect the development of emotion understanding in children, very little research has examined examined how parents&rsquo, view upbringing and education and how they are related to their child&rsquo, s emotion understanding, given that the intuitive theories of parenting are reflected in actual parent behavior. This study fills this gap in the literature and examines the links between children&rsquo, s ability to understand emotions and their parents&rsquo, intuitive theories of parenting. The sample was 171 5- to 6-year-old children and their parents. Analyses revealed a significant relation between intuitive theories of parenting and children&rsquo, s emotion understanding. In particular, the intuitive attitude of uninvolved parenting was associated with the understanding of mental causes of emotions and the overall level of emotion understanding in preschool children. Integrating these results will allow us to reach more informed conclusions about the role of parental beliefs in the development of emotion comprehension in preschool children.

Статья посвящена проблеме определения компонентов самоконтроля как системы самостоятельных действий учащегося начальной школы с ограниченными возможностями здоровья. The article is deals with the problem of identification of the components of self-control as a system of independent actions of a student with a disability who performs intellectual and verbal commentary of implementation of an educational task.

Computer-supported collaborative learning (CSCL) has been widely used in the field of education. Computer-supported collaborative learning plays a very crucial role for improving learning performance, social interaction skills, problem-solving abilities, and knowledge building. However, most studies focus on implementing collaborative learning activities based on personal and subjective experiences. Previous studies seldom examine how to optimize collaborative learning activities based on a data-driven approach. This study aims to bridge this gap to propose how to optimize collaborative learning activities as well as evaluate the effectiveness of optimization strategies. Totally 72 junior school students participated this study and completed 7 collaborative learning tasks. For each collaborative learning task, two rounds of collaborative learning were implemented and recorded for analysis. The results indicated that the proposed 17 optimization strategies were very effective for improving the design quality of collaborative learning, the alignment between design and enactment, collaborative knowledge building level, and group products quality. The results and implications for teachers and practitioners are also discussed in depth.

Mindfulness, often defined as present-moment awareness, has in recent years become a topic of multidisciplinary interest. This article addresses methodological issues for researching mindfulness and education. It is argued that there are advantages to coherence between ontological and epistemological positions when designing research studies. The limitations of positivistic methods for researching mindfulness are discussed. We then advocate the qualitative method of journaling as a more holistic means of providing in-depth access to the unique and often underexplored inner life of those experiencing a mindfulness intervention. Drawing upon pupils and teachers’ views at a junior school receiving low-intensity mindfulness training, we show how journaling illuminates both its impact upon individuals alongside implementational issues for the school, in a manner more consistent with mindfulness’ emphasis on such terms as “awareness” and “being.”

We compare the probabilities of selective (grammar) school entry in England and Wales before and after the 1944 Education Act. The Act had direct and indirect influences on the costs of grammar education and on entry‐exam coverage, design and marking methodology. Post‐1944, grammar school entry among children born in the middle of the school year improved considerably. We argue that age‐adjusted group standardized testing was an important contributory factor. The youngest pupils remained significantly disadvantaged. We produce evidence that this is consistent with the practice of streaming (tracking) junior school children at age 7 into classes delineated by average ability.

BackgroundSugar-sweetened beverages (SSBs) consumption is the major source of added sugar intake and a common unhealthy eating behavior among youth in China and around the world. Excessive intake of SSBs has a negative impact on both short- and long-term health of adolescent. The targeting nutritional education and behavioral guidance, single use or as a supplement to the policy intervention like sales ban, is a low cost and effective intervening approach. The purpose of this study was to identify unhealthy attitudes and behaviors that affect youth's consumption of sugary drinks to provide evidence for subsequent targeted interventions.MethodsUsing the stratified cluster sampling method, a questionnaire survey was conducted among 1560 junior school students in Jinzhong City, Shanxi Province, in northern China and Suzhou City, Jiangsu Province, in southern China. The content of the questionnaire included sociodemographic characteristics, self-reported consumption frequency of SSBs, attitude, behaviors and habits related to SSBs consumption. The Cronbach coefficient of questions was 0.855. Data from the series surveys of 2012 and 2018 were also used in the long-term trend analysis.ResultsIn 1466 Chinese junior school students, 5.1 % consumed SSBs every day and 13.6 % consumed it 3-6 times/week. The binary logistic regression was significant (R2=31.1%, P=0.001), and the attitude and behavior factors contributed to 22.1% of the 31.1% variation that could be explained. Among all factors, four unhealthy attitudes or behaviors with the highest OR were "Drink SSBs as water" (OR=10.288, 95%CI: 6.392~16.558), "Deem SSBs not affect health” (OR=2.735, 95%CI: 2.032~3.681), "Just want to drink SSBs” (OR=2.302, 95%CI: 1.524~3.478) and “Purchase SSBs in advance” (OR=2.245, 95%CI: 1.454~3.465). The SSBs consumption frequency increased with the increase of risk score of unhealthy attitudes and behaviors. (χ²-trend=127.470, PP trendP

A longitudinal study was conducted to examine the developmental trend of creative potential in Chinese junior high school students and the within-person and between-person effects of student–student support and need for cognition. Two hundred and fourteen Chinese junior high school students participated in the present study (mean age = 13.29 years, SD = 0.49 years, 116 boys). Student–student support, need for cognition, and creative potential were measured once per year for 3 years. Longitudinal multilevel models indicated that (1) Chinese junior high school students’ creative potential showed a downward trend from grades 7 to 9; (2) at the within-person level, time-varying student–student support positively predicted time-varying creative potential; (3) at the within-person level, time-varying need for cognition moderated the positive link between time-varying student–student support and time-varying creative potential; and (4) at the between-person level, no support was found for the links between student–student support, need for cognition, and creative potential. Specifically, average levels of student–student support neither significantly predicted initial levels and developmental rates of creative potential nor moderated the links between average levels of student–student and initial levels and developmental rates of creative potential. The findings highlight that at the within-person and between-person levels, student–student support and need for cognition have differential influences on Chinese junior school students’ creative potential.

The article discusses the problem of the formation of safe orientation skills in space in blind and visually impaired primary school children with mental retardation. Attention is focused on the need to form these skills for the harmonious development of personality. The interpretation and essence of the concepts of safe behavior and safe orientation in space are given. Studied and analyzed the research of a number of authors on the spatial orientation of children with visual impairment. A brief theoretical analysis of the literature on this issue is presented. The necessity of developing new methods and technologies in teaching children with visual impairment and mental retardation, a safe orientation in space is revealed. The article presents the results of a stating experiment aimed at identifying difficulties in the formation of skills for safe orientation in space in blind and visually impaired primary school children with mental retardation and the norm of intelligence. A qualitatively quantitative analysis of the level of knowledge, skills and abilities of safe orientation in the space of children with visual impairment was carried out using conversation and a number of adapted techniques. Difficulties were identified that are common to both groups, as well as those that have a significant difference., В статье рассматривается проблема формирования навыков безопасной ориентировки в пространстве у слепых и слабовидящих младших школьников с умственной отсталостью. Акцентируется внимание на необходимость формирования этих навыков для гармоничного развития личности. Дается трактовка и сущность понятий безопасное поведение и безопасная ориентировки в пространстве. Изучены и проанализированы исследования ряда авторов по пространственной ориентировке детей с нарушением зрения. Представлен краткий теоретический анализ литературы по данной проблеме. Раскрывается необходимость разработки новых методов и технологий в обучении детей, имеющих нарушение зрения и умственную отсталость, безопасной ориентировке в пространстве. В статье представлены результаты констатирующего эксперимента, направленного на выявление трудностей в рамках формирования навыков безопасной ориентировки в пространстве у слепых и слабовидящих младших школьников с умственной отсталостью и нормой интеллекта. Проведен качественно количественный анализ уровня сформированности знаний, умений и навыков безопасной ориентировки в пространстве детей с нарушением зрения, с помощью беседы и ряда адаптированных методик. Выявлены трудности, являющиеся общими для обоих групп, а также те, которые имеют существенное различие.