Keyword: «pedagogical support»

The article examines the issue of fostering social activity among preschool children with special educational needs in the context of preschool education. The authors emphasize that social activity is a key factor in the successful socialization of children with disabilities; however, its development is hindered due to the peculiarities of psychophysical development. During the study, an integrative model for developing social activity was designed and tested, incorporating process-based, structural-functional, and competence-based approaches. The research sample included 20 preschoolers with delayed mental development and severe speech disorders. Monitoring results indicated an increase in the level of social activity among the children. The model's effectiveness was confirmed through both quantitative and qualitative changes in children's behavior. The article highlights the practical significance of the proposed approach, its potential for scaling, and its implementation in the inclusive preschool education system.

The relevance of this study is due to the rapid development of international communities in the civilized world, requiring flexible communication for effective communicative interaction. In the context of globalization, the practice of foreign language communication is becoming increasingly in demand among those who have to integrate into academic programs, cultural and educational, professionally oriented projects, internships with representatives of different peoples. Concentrating the communicative potential of students, coordinating educational and cognitive activities for the effective acquisition of foreign language communication skills through the use of pedagogical resources that constructively support this process is a pressing task for foreign language teachers. The aim of the study is to develop cultural and communicative practices as a means of pedagogical support for the development of foreign language communication skills among students in the continuing education system "school-university". The research methodology was based on communicative, axiological, and situational approaches. The leading research methods were: study and analysis of regulatory documents; generalization of scientific and pedagogical domestic and foreign experience. Cultural and communicative practices have been developed and implemented in the process of teaching schoolchildren and university students: 1) Debate Club "Speaker"; 2) Conference in a foreign language; 3) Quasi-situation of foreign language communication; 4) Library meeting; 5) Literary readings. The research results obtained may be useful for people whose scientific work focuses on teaching and promoting foreign language communication among students at secondary and higher educational institutions, particularly when developing and delivering courses, classes, and extracurricular activities in a foreign language. The theoretical significance of the study is determined by the specification of the concept of "cultural and communicative practices for the development of foreign language communication skills among students in the continuous education system "school-university". This is a set of organized actions aimed at facilitating the exchange of information in a foreign language in a specific cultural context through the use of interactive forms and communicative teaching methods. The practical significance of this research lies in the development and testing of cultural and communicative approaches that can pedagogically enhance the modern process of learning a foreign language and gaining an understanding of the culture of another country in schools and universities.

The article presents practices of pedagogical support in three regions: Russia, Asia and Europe. These regions share common problems and solutions in the field of pedagogical support for the older generation in response to economic and social demands of society. The paper analyses existing government initiatives, projects and practices, organizations and programs of formal and non-formal education for the third age people in the selected regions. The aim of the work is to analyze modern practices in pedagogical support for older adults and identification of best practices that can be scaled up for the national education system. The research methodology is based on the systematization and generalization of international cases and scientific publications, as well as on the use of comparative analysis of existing practices. Regulatory legal documents, scientific articles and materials of open sources of the Internet were used as information sources for the study. The results of the study actualize the importance of pedagogical support for the older generation. The study of current pedagogical support cases has allowed us to identify and compile a list of successful solutions. The author examines the list of existing pedagogical practices and identifies common ground and differences between Russian and foreign educational approaches. In Russia, pedagogical practices to support the older generation focus on inclusion in active social life and gaining new knowledge and skills for life and professional development. In this regard, universities for older adults, government initiatives, and projects are being developed. In Asia, support for older adults is regulated by the government, combining Confucian values and modern requirements for professional and personal development. In Europe, the education for the older generation is based on institutional approaches with extensive funding and social inclusion. The general trends of pedagogical support are noted – the presence of institutional formations supported by the state (social centers, colleges, third age institutes, which offer professional and cultural development courses, professional development and retraining programs), private initiatives (network organizations in collaboration with economic sector organizations offering courses and cultural events that allow them to learn from the existing experience of the older generation and integrate them into the professional and social life of countries). The theoretical significance of the research consists in the systematization of actual pedagogical practices. The practical significance of the study consists in the fact that the results will allow the scientific and pedagogical community to develop an idea of the implemented measures to support the older generation.

The article examines the age-specific characteristics of primary school children as a key resource for developing their research activity. It provides theoretical justification that psychological characteristics of primary school age, such as cognitive activity, the predominance of visual-figurative thinking, and the development of voluntary regulation, internal plan of action, and reflection, create a favorable foundation for engaging children in research activities within the educational process in primary school. Drawing on L.S. Vygotsky's cultural-historical approach and the theory of learning activity by D.B. Elkonin and V.V. Davydov, the article demonstrates that research activity not only aligns with the mental development of primary school children but also serves as an effective means for developing their cognitive abilities and personal qualities. Practical approaches for utilizing the age-specific characteristics of primary school children in primary general education are proposed, including examples of tasks aimed at developing research skills and a tiered approach to their organization. The conclusion emphasizes the necessity for primary school teachers to transition from the traditional role of knowledge transmitters to that of organizers of research activity.