Жарияланымдар / Публикации

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    Тип записи:Публикация,
    Integrative approach to the quality of preschool education in the development of the creative potential of preschool children
    (Science Park Research Organization and Counselling LTD, 2022-05-31)
    S.M. NURBEKOVA
    ;
    Saira Zhiyenbayeva
    ;
    Alimbekova Anar Aymoldanovna
    ;
    Dolores Nurgaliyeva
    ;
    Elmira Aitzhanova
    The requirements imposed by society also apply to modern preschool education. First of all, it includes the need to create optimal conditions for the education of a dynamic and creative personality, which contributes to a full-fledged interaction with the environment in accordane with their age characteristics and capabilities. In the concept of preschool education and upbringing, the formation of creative and creative potential is an essential task in preschool education. In this regard, it is crucial to create an atmosphere of freedom of expression, encourage children to be proactive and independent, and approve original creative solutions, according to leading scientists such as L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, E.I. Ignatiev, T.S. Komarova, N.P. Sakulina, I.V. Strakhov, E.I. Fleerin, the foundations of creative activity and creative potential are laid at preschool age. Therefore, preschool age is more sensitive to the formation of this personality quality. The article discusses the issues of an integrative approach to the quality of preschool education in developing children's creative potential. The essence of the integrative approach is the combination of knowledge from different fields that complement each other. According to T.S. Komarov, "integration is a deeper form of interconnection, interpenetration of different content of upbringing and education of children. It covers all types of children's activities (artistic and creative activities, various games: didactic, mobile; dramatization games, plot-role-playing; visual activity, artistic speech, music). Keywords:an integrative approach, preschool children, creativity, creative potential, development
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    SELF-REALIZATION AS A FORM OF MANIFESTATION OF THE CAPABILITIES OF TEACHERS OF INNOVATIVE SCHOOLS
    (2024-05-13)
    К.С. Кудайбергенова
    ;
    Meiramkul Bulakbayeva
    The article deals with the problems of self-realization of the creative personality's own capabilities. The essence of self-realization is analyzed on the basis of existential, immanent and active approaches and value orientations of individual free choice of a person's life path. On the basis of empirical analysis, methodological directions for the study of self-realization based on an individual and activity-based approach as a manifestation of practical identity, as an innovative challenge with new and alternative ways of activity, as an experience in the system of self-government of socio-pedagogical transformations are determined The results of studies of pedagogical activity and creative skills made it possible to pay special attention to the dependence of professional self-realization on the development of the teacher’s personality, which is directly related to the characteristics of the holistic pedagogical process. Based on the essence of the holistic pedagogical process, presented as self-movement and as a self-governing process, as a unity of spiritual and personal orientation, it is assumed that the activities of registered schools are a holistic, self-governing process, the result of the innovative capabilities of teachers formed in the process of their self-realization.