Keyword: «ideas»

The article deals with the main conceptual scientific and methodological aspects of inclusive education for children with disabilities. Attention is drawn to the idea of integrated education of children with disabilities, the conditions for integration, approaches to the education of children with disabilities. The author considers methodological bases of treating and educating children with disabilities, the main tasks of the teacher and specialists, competences.

In his article, the author made an attempt to highlight the deterministic possibility of philosophical ideas. In particular, there is an appeal to the sphere of politics and law. Political and legal ideas of thinkers from Antiquity to the Renaissance were chosen for the study. The philosophers, chosen to contemplate their ideological contribution to politics and law, were truly not only people of their time but also determined the intellectual heritage of future epochs. The author analyzes and reveals determinative possibilities of philosophical ideas in the field of politics and law. In conclusion, the author sets the direction of future research in those eras of philosophical thought, which are the richest in their politico-legal heritage.

The article discusses the theoretical basis for studying the problem of ideas about a small homeland in senior preschoolers in psychological science. It is concluded that at preschool age ideas about the world include a wide range of knowledge about various aspects of the surrounding reality and oneself, and ideas about a small homeland are formed in the context of general ideas about the world as a result of the child’s own activity and special educational and educational work of adults.

this article actualizes the problem of content features of moral representations of children of senior preschool age. The article reveals the content of the concept of "moral representations" from the point of view of domestic and foreign authors. The results of a diagnostic study of the level of social normativity of older preschoolers are described.

Pre-professional pedagogical training (PPT) of schoolchildren is one of the target functions of general education and professional organizations. This is an important stage of continuing professional education, which exerts a profound influence on the improvement of the teachers’ training quality and the education of modern young people in general. During this period, students acquire the most important professional and personal qualities, the experience of active participation in solving socio-pedagogical problems and creative activities. Pre-professional pedagogical training of schoolchildren contributes to the conscious choice of a profession in the field of education, professional and personal self-determination of students. At the same time, there are some problems caused by the insufficient validity and development of conceptual provisions, in particular, the ideas and principles of the PPT of schoolchildren, which interferes with the successful organization of career guidance work in educational organizations, complicates the activities of teachers and schoolchildren at the stage of pre-professional pedagogical education. The purpose of the article is to substantiate and characterize the principles of pre-professional pedagogical training, to offer options and ways of their implementation in the activities of teachers and schoolchildren. The leading approaches that form the basis of the theoretical justification and practical implementation of the PPT of students are the following: systemic, reflexive activity-oriented, and subject-oriented ones. When considering the principles, a binary approach is used, which represents the PPT as a process of interaction between two subjects: teachers and students. The article substantiates three groups of goals of pre-professional pedagogical training of schoolchildren, due to the challenges of society, the demands of the education system, the needs and characteristics of modern children; the main ideas of training students are identified: pedagogization of the social environment, individualization of the educational process, integration and convergence. Two groups of principles implemented in the process of pre-professional pedagogical training are defined and briefly characterized: the principles of organizing the activities of teachers and schoolchildren. The proposed principles can be used in the development of scientific, methodological, and educational support for PPT at the regional, municipal levels in an educational organization. It is useful for teachers and schoolchildren to consider these principles when working out the content, forms, methods, and technologies of PPT, ensuring continuity of support and self-development of students.