Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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ТЕОРЕТИЧЕСКИЕ АСПЕКТЫ ПЕДАГОГИЧЕСКОГО СОПРОВОЖДЕНИЯ ДЕТЕЙ РАННЕГО ВОЗРАСТА ПОСЛЕ КОХЛЕАРНОЙ ИМПЛАНТАЦИИ
(2021-03-25)
А. К. Достай
;
Г. С. Оразаева
Early intervention in the development of children with special educational needs is a priority worldwide. The interdependence of negative factors associated with impaired psychophysical development indicates the need to include the child and parents in the program of early correctional care. This provision is relevant in work with young children after cochlear implantation. Currently, cochlear implantation is the most effective method of hearing and speech rehabilitation of deaf children. The success of the pedagogical habilitation of such children is largely determined by the observance of two basic conditions: the constant presence of children and adults among normal hearing and speaking and the provision of systematic remedial education. The article presents the stages and methods of hearing speech on the experience of foreign and domestic remedial work, as well as the possibility of their implementation in relation to children with a cochlear implant of an early age.
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Psychological and pedagogical support technologies for children with anxiety manifestations in the conditions of a preschool organisation
(Taylor & Francis, 2023-10-02)
Aliya Konysbayeva
;
Roza Bekmagambetova
;
Saira Zhiyenbayeva
;
Manshuk B. Kurmanbekova
;
Gulnur Kazakhbayeva
The purpose of the article is to analyse the psychological and pedagogical support technologies for children with anxiety manifestations in the educational process. Research methods: theoretical (analysis, synthesis, generalisation of scientific literature on the studied issue); empirical (conversation, identification and development), comparison, test: methods for determining the anxiety level as personal property and as a state; assessment of anxiety manifestations; diagnostics of social intelligence; assessments of social and communicative competence to identify the ability to cooperate, conduct discussions, and perceive criticism; mathematical-statistical and interpretive (analysis, synthesis, systematisation of the data obtained for their visual display). Based on the selected programme of empirical research and selected empirical indicators, the features of the influence that anxiety has on children’s social intelligence development were studied as a percentage. As a result, different children have different depths and intensities of emotions and these characteristics depend on physiological, psychological, and social factors. The practical value of the study is determined by the fact that the results obtained can be used by specialised professionals to complement their own research.
Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1
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Psychological and pedagogical support for the successful education and development of children with special educational needs
(National Academy of Education named after Y. Altynsarin, 2024-12-31)
Butabayeva Laura Askarovna
;
Laura Ismailbekovna Shalabayeva
;
Baikulova Aigerim Meirkhanovna
;
K. Tebenova
This article addresses the challenges associated with ensuring the successful education and development of school-aged children with special educational needs. In today’s educational landscape, it is critical to create inclusive environments that cater to the diverse needs of these children, regardless of their individual characteristics. Providing equitable and accessible education is the fundamental responsibility of the state, prioritizing the well-being and rights of all citizens. However, achieving this goal relies heavily on the specialized efforts of teachers. By leveraging their expertise, educators play a vital role in ensuring fair treatment and equal learning opportunities for students with varying abilities. To meet these objectives, the study utilized methods of theoretical analysis and empirical research. The primary method involved conducting surveys among teachers and parents, based on a structured questionnaire developed by the authors. The findings highlight the importance of engaging parents or legal guardians, alongside psychologists, in the educational process through active and collaborative interactions. This approach enhances the psychological and pedagogical competencies of teachers working with special educational needs, thereby improving the overall quality of inclusive education. Both positive and negative patterns in the participants’ interactions with a psychologist in educational relations were found by analyzing the survey results. The structure and substance of the psychologist’s work with schoolchildren who have special educational needs, as well as their interactions with teachers, parents, and legal agents, all reflect the peculiarities of their inclusive practice. To achieve this goal, methods of theoretical analysis and empirical data processing were used. The main method was a survey of teachers and parents using a questionnaire developed by the authors. The analysis made it possible to show the need to involve parents (legal representatives) and the teacher of a psychologist in the correctional and educational process by using active forms of interaction with them in order to increase their psychological and pedagogical competence. This, in turn, indicates the need to expand the forms of work with teachers and with parents (legal representatives) of children with special educational needs to teach successfully and develop them accessible methods and techniques for correcting the psyche of schoolchildren.
Цитирования (OpenAlex) 1
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Problems of Using the Poetic Corpus of Abay For Pedagogical Purposes and Ways to Solve It
(2025-01-20)
Gulmira B. Madiyeva
;
Pirmanova K.K
;
Aizhan Serikbayeva
;
Nurlybayev N.М
;
Tokmyrzaev D.O.
The use of the Abai poetic corpus for pedagogical purposes represents a unique opportunity to deepen students’ knowledge of Kazakh literature, culture, and history. However, the introduction of this tool into the educational process faces a number of challenges that limit its potential. This article examines the main difficulties associated with the use of the corpus, including the lack of information awareness among teachers, the shortage of teaching materials, and the low level of technical training of teachers. Attention is also paid to pedagogical skepticism and the lack of time to master innovative methods. An important part of the study is the proposed solutions to these problems. Among them are the development of educational programs for teachers, the creation of adapted materials based on the poetic corpus, and the provision of technical and methodological support to schools. The author emphasizes the importance of integrating Abai’s poetic heritage into school education as a means of forming national identity and developing students’ analytical skills. This work is addressed to teachers, methodologists, and education specialists interested in using modern teaching tools.
Цитирования (OpenAlex) 1Цитирования (OpenCitations) 2
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Organisation of psychological and pedagogical support for pre-vocational education of disabled students
(Conscientia Beam, 2025-10-17)
Zulfiya Movkebayeva
;
Aitolkyn Duzelbayeva
;
Zhigitov Alibek Bekezhanovich
;
Д.С. Хамитова
;
Kabdyrova Ainur Askarbekovna
The aim of this research is to establish a psychological and pedagogical support organization for the pre-vocational education of students with disabilities. In this context, information was collected from teachers of students with disabilities in pre-vocational education regarding educational processes, support methods, needs, individual differences, family cooperation, resources used, teacher competencies, success and evaluation processes, psychological support, and development suggestions through a semi-structured interview form. Four male teachers and 14 female teachers aged between 20 and 49 years participated in the study. The findings indicated that teachers reported problems with the self-efficacy of individuals with disabilities, difficulties in communication with peers, and communication problems overall. Teachers emphasized that maintaining high motivation levels, providing psychological support, utilizing interactive and practical resources, and employing auxiliary educational materials are important in overcoming these issues. It was concluded that individualized teaching programs and cooperation with families are essential in this context. Additionally, teachers argued that creating a flexible and individualized educational environment for individuals with different disabilities is necessary. Ultimately, it was concluded that the education processes for individuals with disabilities should be organized within pre-vocational education. It is recommended that teachers, students, and families be informed about disability education processes.
Цитирования (OpenAlex) 1
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БОЛАШАҚ МҰҒАЛІМДЕРДІҢ КӘСІБИ ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУДАҒЫ ПЕДАГОГИКАЛЫҚ ПРАКТИКАНЫҢ ЗАМАНАУИ ТӘСІЛДЕРІ
(2026-07-01)
Д.Р. Жарикбаева
;
С.Т. Ыбышова
;
А.Д. Умбеталиева
;
R.K. Izmagambetova
Отандық білім беру саясатының негізгі мақсаты – білім беру жүйесін тұрақты инновациялық даму жолына көшіру және әлемдік стандарттарға сәйкес жоғары нәтижелерге жетуге бағыттаумен сипатталады. Қазіргі кезеңде білім берудің рөлі демократиялық және құқықтық мемлекеттің міндеттері мен стратегиясымен анықталады. Білім беру саясаты жалпыұлттық білім беру мүдделерін көрсетуі, әлемдегі білім беру үрдістерінің жалпы тенденцияларын ескеруі тиіс. Қазіргі полимәдени қоғам сонымен қатар кәсіби білім беру саласындағы мамандардың дайындық деңгейіне және болашақ мұғалімнің білімді меңгеругеқабілеттілігіне жоғары талаптар қояды.Мақалада педагогикалық практиканың болашақ мұғалімді педагогикалық қызметке даярлаудағы рөлі талданған. Педагогикалық практика жүйелік, қызметтік және тұлғалық тәсілдерге негізделіп, болашақ мұғалімдердің кәсіби құзыреттіліктерін қалыптастырудың негізгі құралы ретінде қарастырылады. Сонымен қатар, ол жалпы педагогикалық дайындықтың маңызды компоненті және жоғары педагогикалық мектептегі кәсіби оқытудың тиімді формасы болып табылады.
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Pedagogical Architecture of Dialogic Communication of Primary School Children with Emotional-Volitional Regulation: Experimental Verification
(Kazakh National Pedagogical University, 2026-07-01)
Нигматуллина Ирина Владимировна
;
Akerke Ishankhankyzy
;
Aliya Makhambetova
;
Shynar Ussenbayeva
The article examines the formation of dialogic communication in primary school children with emotional-volitional dysregulation as an important condition for their socialization, learning activity, and overall development. The relevance of the study is determined by the close relationship between dialogic speech, emotional stability, self-regulation, and the child’s ability to interact effectively with peers and adults. Methodology and Methods.The empirical study was conducted using the following diagnostic tools: “Diagnostics of Dialogic Speech in Primary School Children”, “Communicative Activity of Primary School Children”, and the “Protocol for Pedagogical Assessment of Children with ASD”. To analyze the distribution of communicative activity levels across Grades 1–3, Pearson’s χ² test was applied. Results. The results showed statistically significant differences in communicative activity levels among primary school children of different age groups. It was found that emotional-volitional dysregulation negatively affects the development of dialogic communication, behavioral regulation, and the child’s ability to maintain productive interaction. Scientific novelty. The study substantiates the relationship between emotional-volitional difficulties and the level of dialogic communication development in primary school children. Practical significance. The obtained results can be used in the development of corrective, pedagogical, and psychological support programs aimed at improving communicative competence in children with emotional-volitional dysregulation.

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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