Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Innovative Play-Based Methodologies for Development of Communication Skills of Preschoolers(Kazakh National Pedagogical University, 2025-06-01); ; Manshuk B. KurmanbekovaThe study examines the challenges of fostering communicative competencies among preschool-aged children through play-based pedagogical approaches, addressing the need for systematic approaches to developing communication skills in early childhood education. Methodology and Methods. The research employs comprehensive theoretical analysis of fundamental characteristics underlying communicative skills, drawing upon seminal contributions from distinguished scholars including L.S. Vygotsky, A.V. Zaporozhets, M.I. Lisina, T.A. Repina, E.V. Subbotsky, S.G. Yakobson, and other prominent figures in developmental psychology and educational theory. A systematic taxonomy approach was utilized to categorize communicative competencies. Results. The investigation provides conceptual clarification of communication skills and presents a systematic taxonomy encompassing three primary dimensions: informational-communicative, regulatory-communicative, and affective-communicative competencies. Contemporary gaming methodologies demonstrating significant potential for advancing communicative skill acquisition were delineated. Evaluative criteria encompassing cognitive, motivational, and behavioral dimensions were established, with three developmental proficiency levels identified: emergent, developing, and advanced. A comprehensive diagnostic protocol for assessing communicative skill development in preschool populations was developed. Scientific novelty. The research elucidates scientific and theoretical frameworks underlying communicative skill development in preschool children, conceptualizing play-based activities as efficacious pedagogical instruments that facilitate acquisition of effective interpersonal interaction strategies and enhance comprehensive language development. Practical significance. Evidence-based methodological guidelines for educators were formulated to enhance communicative competency levels of young learners, providing practical tools for implementing play-based approaches in preschool educational settings. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Формирование толерантности как направление социально-педагогической работы со студенческой молодежьюThe article is devoted to analyzing the pedagogical foundations for forming tolerance among student youth in the context of socio-educational work. Theoretical approaches to the concept of tolerance are considered, factors contributing to its development among young people are identified, and pedagogical technologies that promote the formation of stable tolerant attitudes in the student environment are proposed. The necessity of systematic work in educational institutions to develop a culture of interpersonal and intercultural interaction is substantiated. The article argues the relevance and scientific-practical significance of the problem of forming tolerance in youth as one of the priority directions of domestic social pedagogy, as well as an important component of socio-educational activity and a condition for the teacher’s mastery of professional competencies. The pedagogical conditions that ensure the optimal and effective choice by a social pedagogue of technologies and specific methods for forming tolerance among youth are defined and theoretically justified. These include the place and forms of their implementation, the timing of the introduction of pedagogical technologies, as well as the professional qualities, competencies, and individual abilities of the specialist. The authors present characteristics of the levels of professional competence of social pedagogues in the process of forming tolerance among student youth in the context of educational organizations. The specifics of the formation of the teacher’s professional competence are identified, consisting of the transition from reproductive-professional interaction with students to professionally adaptive and professionally creative activity within the framework of socio-educational and psycho-pedagogical support. The practical study was conducted in two stages. The first stage involved a sample of 20 students. In the second stage, a formative experiment was conducted with 131 students from the Kazakh National Women’s Teacher Training University. Keywords: tolerance, innovative technologies, socio-educational work, student youth, intercultural competence.