Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2

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Автор: search.filters.author.Kerimbayeva Rysty KaldyhanovnaТема: search.filters.subject.preschool teachers

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    Тип записи:Публикация,
    Preparation of preschool education specialists for innovative activities in preschool organizations
    (Science Park Research Organization and Counselling LTD, 2022-05-31)
    Saira Zhiyenbayeva
    ;
    Zhumabekova Fatima Niyazbekovna
    ;
    Kerimbayeva Rysty Kaldyhanovna
    ;
    Salimbayeva Sholpan
    ;
    Taiteliyeva Laura
    The purpose of this research; To get the opinions of preschool teachers in order to prepare preschool teachers for innovative activities in preschool organizations. In this study, in-depth interview technique, one of the qualitative research techniques, was used. The study group of the research consists of 33 volunteers working as pre-school teachers in various educational institutions in the city of Shymkent, Kazakhstan. Research data were collected through a form consisting of semi-structured interview questions prepared by the researchers. As a result of the research; It is seen that the majority of teachers define innovation as a compulsory need, renewal of oneself and an indicator of development. The majority of preschool teachers participating in the research describe themselves as moderately innovative. In parallel with this, teachers stated that they take part in innovative activities in preschool organizations. Teachers' suggestions for the development of innovative approaches are to be open to new ideas, to follow and try new methods and practices, to use technology in the educational environment, to gain creative thinking skills and to try new ways in problem solving. In addition, teachers stated that institutions and the ministry should aim to develop teachers' innovative attitudes through various practices. These results reveal that institutions, the ministry and the state have duties in order to develop teachers' innovative attitudes and to enable them to take a more active role in innovative activities in preschool organizations. Keywords; Innovation, innovative activities, preschool organizations, preschool teachers
    Цитирования (OpenAlex) 5Цитирования (OpenCitations) 4
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    Technologies for the Integration of Children with Special Educational Needs into the Developing Environment of Preschool Organizations
    (2026-05-01)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    M.P. Ospanbayeva
    ;
    Aigul Syzdykbayeva
    ;
    Ю.Б. Иминова
    ;
    DARKHAN NAURUZBAYEV
    In the context of the transformation of the educational paradigm and the shift towards inclusive education, technological solutions are becoming a key factor in ensuring equal opportunities for all categories of learners. This article explores the problem of integrating children with special educational needs (SEN) into the developmental environment of preschool institutions through the use of modern technologies. Methodology and Methods. The study involved 27 preschool teachers. The survey included an assessment of material and technical resources, an analysis of the frequency of technology use, and a measurement of teachers’ competency levels. Results. A critical gap was identified between the needs of inclusive education and the actual conditions for its implementation. Only a small proportion of institutions are fully equipped with the necessary technological resources, while the majority of existing technologies are considered outdated. The findings also reveal differences in how technologies are applied: they are widely used to support socialization and cognitive development, but are far less frequently employed for the correction of behavioral disorders. Scientific novelty. It has been experimentally proven that the effectiveness of technological integration of children with SEN is determined not only by the availability of technical means, but also by a complex of interrelated factors. A disproportion between teachers’ high motivation to master technologies and their low actual competency in assistive technologies was identified and quantified. Practical significance. The research results can be used to develop modernization programs for preschool inclusive education. The identified barriers and teacher needs form the basis for creating a comprehensive system to support technological transformation. The proposed model for assessing technological readiness can be used to monitor the effectiveness of the implementation of digital solutions.