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Файл:Образование и воспитание наций в дошкольном детстве = Nation' s Education in the early years. Учебно-методическое пособие
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his own needs better by talking than by not talking, and by talking well rather than poorly.
Between the ages of one and five years mastery of spoken language2 is normally acquired very
rapidly.
_____________________________________________
References
1
In order for the learning to occur — Для того чтобы началось изучение
2
mastery of spoken language — овладение разговорным языком
Text 10
Creative Playthings
Early childhood educators have long recognized the power of play in a child's development.
In play, they saw a freedom of spirit which allows a child to investigate and research, a sense of
personal involvement, control and mastery, a natural way of encouraging children to work
co-operatively.
Playing alone and in small groups. Interpersonal relations with one's peers1 or with strange
adults, like a new teacher, d not come easily for the very young child. Entering the group life of
school for the first time is a difficult task that must be learned and practiced. A major role of the
school is to help the child express his aggressive2 feelings but with acceptable actions. The teacher
helps the child come to terms with his feelings,3 to understand how to deal with them.
Building skills and judgments. All children are very interested in the "what?", "why?" and
"how?" of the phenomena around them. They look, listen, smell, touch and taste to satisfy their
curiosity.
Self-directive materials4 can help children see differences in size, shape, colour — all of which
help them to understand spatial relations, and achieve technical mastery. Often children take apart
and put together objects in configurations6 which were not necessarily intended by the material.
This kind of imaginative play we call "creativity". The role of the educator is to help a child
acquire language in which he can think and talk about them.
Communicating with language, music and art. Communication is essential to interpersonal
relations. A child communicates through the language of music, dance, arts and crafts. He is able
to express,* himself physically and tactually before he can read and write. He uses rhythm
instruments to express moods and feelings. His art work I reflects his reactions to what he sees
around him. Physical communication demands skill in the use of materials and tools; it
spurs.orderly work, physical co-ordination and creative thinking. Painting a picture evokes keen
observation.6 Creative dancing and drama improvisations require body-control. Children who
have experienced and mastered these means of communication are the ones7 who will hear things"
in music and "see things" in painting and be able to verbalize their perception.
__________________________________________
References
1
Interpersonal relations with one's peers — Отношения со сверстниками
2
aggressive — зд. настойчивый, энергичный
3
come to terms with his feelings — упорядочить свои чувства
4
Self-directive materials — Поделки
6
Often children take apart and put together objects in configurations — Дети часто
разъединяют и соединяют предметы, придавая им различную jjopMy
6
evokes keen observation — вырабатывает острую наблюдательность
' ones — мн. число местоимения one, употребляется вместо существительного во мн.
числе (в данном случае вместо существительного children)
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Text 11
Playing with the Children
The teacher must require thorough knowledge of the development growth of each of the ages
of the elementary school child, because the varied growth patterns and play interests are a prime
consideration in the selection of games, rhythms, and dances.
The teacher of games must be impartial, both in the selection of a game and in the assigning of
different parts to the players. Children's feelings are hurt when it appears to them that someone else
is the teacher's pet.1
The teacher will also gain the respect and affection of the children if she participates in a game.
How to Teach a Game. The teacher of any game should follow these general patterns:
1. Introduction: name the game, making any motivating remarks necessary to stimulate action
or interest.
2. Explain the game, after which questions will be answered.
3. Demonstrate or give an example if it is necessary.
This method of teaching games cannot be used with large groups. A noisy or disorderly crowd
can be difficult to organize, so the teacher will generally teach and play the game at the same time
dividing the game into parts. This will help to maintain interest unless the group is exceptionally
large, in which case the following measures must be taken: 1) stop the game and play another, or 2)
divide the group into smaller sections and play two or more games; 3) increase the number of
runners and chasers in a game; 4) in the case of a simple circle game, change to concentric circles,
and 5) in the case of games in which balls or other equipment is being used, add more equipment.
Some General Suggestions. 1. Select games that are best suited to the development, interest and
size of the child.
2. If you need equipment, have it ready for immediate use.
3. When a game has reached the peak of its interest, it is time toi start another. -
4. Make sure that the games selected insure the participation of all the children in the class who
are physically able to play.
5. Alternate very active games with less vigorous games.
6. Teams or sides should be of equal ability. Allow children to chose sides, they have a good
knowledge of one another's abilities.]
7. Explanations should be brief and to the point; children may] lose interest if your explanation
lags.
8. Know the rules of the game and be as fair as possible.2! Children become very sensitive to
rules and their administration.3]
9. Develop a sense of fair play, courtesy, and honesty in the child,i social development4 is one
of the greatest achievements of group! games.
Values Derived from Games. Some of the most important!
game values are listed here. Experience in many schools and play-] grounds indicates that many
children lack the ability to get along] with others.5 With proper guidance and leadershi'p, games
can help] children to learn many things. The shy, backward child can learn to] enjoy himself with
the others,6 the aggressive child can learn to take his turn in line,7 the child who seems to lack a
sense of security8 j can gain selfrespect and the respect of his classmates through the skill he may
show in a game experience.
A concentration upon specific games and other play activities! is essential to proportional
muscular development as well as9 good co-ordination.
Games can help the child to develop self-control. Many decisions ! when to run, when to stop,
whom to choose, what to say, and whether to follow rules of conduct or break them — are made by
the child during his play and all are, to him, of great magnitude.
_____________________________________________________
Notes
1
teacher's pet — любимчик (у преподавателя)
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2
be as fair as possible — будьте предельно справедливыми
8
administration — зд. выполнение правил
4
social development — зд. общение
6
many children lack the ability to get along with others — многие дети не могут ладить с
другими, детьми
0
to enjoy himself with the others — радоваться вместе с другими детьми
г
to take his turn in line — ждать своей очереди
8
the child who seems to lack the sense of security — ребенок, который не уверен в себе
8
as well as — так же как
PART IV. INNOVATIVE TRENDS IN PRESCHOOL EDUCATION NOWADAYS
Text 12
CONTINUING PROFESSIONAL DEVELOPMENT
Professional educators. Teaching may be carried out informally, within the family, which
is called homeschooling, or in the wider community. Formal teaching may be carried out by paid
professionals. Such professionals enjoy a status in some societies on a par with physicians, lawyers,
engineers, and accountants (Chartered or CPA).
A teacher's professional duties may extend beyond formal teaching. Outside of the
classroom teachers may accompany students on field trips, supervise study halls, help with the
organization of school functions, and serve as supervisors for extracurricular activities. In some
education systems, teachers may have responsibility for student discipline.
Around the world teachers are often required to obtain specialized education, knowledge,
codes of ethics and internal monitoring. There are a variety of bodies designed to instill, preserve
and update the knowledge and professional standing of teachers. Around the world many
governments operate teacher's colleges, which are generally established to serve and protect the
public interest through certifying, governing and enforcing the standards of practice for the
teaching profession.
The functions of the teacher's colleges may include setting out clear standards of practice,
providing for the ongoing education of teachers, investigating complaints involving members,
conducting hearings into allegations of professional misconduct and taking appropriate
disciplinary action and accrediting teacher education programs. In many situations teachers in
publicly funded schools must be members in good standing with the college, and private schools
may also require their teachers to be college peoples. In other areas these roles may belong to the
State Board of Education, the Superintendent of Public Instruction, the State Education Agency or
other governmental bodies. In still other areas Teaching Unions may be responsible for some or all
of these duties.
Pedagogy and teaching. In education, teachers facilitate student learning, often in a
school or academy or perhaps in another environment such as outdoors. A teacher who teaches on
an individual basis may be described as a tutor. The objective is typically accomplished through
either an informal or formal approach to learning, including a course of study and lesson plan that
teaches skills, knowledge and/or thinking skills. Different ways to teach are often referred to as
pedagogy. When deciding what teaching method to use teachers consider students' background
knowledge, environment, and their learning goals as well as standardized curricula as determined
by the relevant authority. Many times, teachers assist in learning outside of the classroom by
accompanying students on field trips. The increasing use of technology, specifically the rise of the
internet over the past decade, has begun to shape the way teachers approach their roles in the
classroom.
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The objective is typically a course of study, lesson plan, or a practical skill. A teacher may
follow standardized curricula as determined by the relevant authority. The teacher may interact
with students of different ages, from infants to adults, students with different abilities and students
with learning disabilities.
Teaching using pedagogy also involve assessing the educational levels of the students on
particular skills. Understanding the pedagogy of the students in a classroom involves using
differentiated instruction as well as supervision to meet the needs of all students in the classroom.
Pedagogy can be thought of in two manners. First, teaching itself can be taught in many different
ways, hence, using a pedagogy of teaching styles. Second, the pedagogy of the learners comes into
play when a teacher assesses the pedagogic diversity of his/her students and differentiates for the
individual students accordingly. For example, an experienced teacher and parent described the
place of a teacher in learning as follows: "The real bulk of learning takes place in self-study and
problem solving with a lot of feedback around that loop. The function of the teacher is to pressure
the lazy, inspire the bored, deflate the cocky, encourage the timid, detect and correct individual
flaws, and broaden the viewpoint of all. This function looks like that of a coach using the whole
gamut of psychology to get each new class of rookies off the bench and into the game."
Perhaps the most significant difference between primary school and secondary school
teaching is the relationship between teachers and children. In primary schools each class has a
teacher who stays with them for most of the week and will teach them the whole curriculum. In
secondary schools they will be taught by different subject specialists each session during the week
and may have ten or more different teachers. The relationship between children and their teachers
tends to be closer in the primary school where they act as form tutor, specialist teacher and
surrogate parent during the course of the day.
This is true throughout most of the United States as well. However, alternative approaches
for primary education do exist. One of these, sometimes referred to as a "platoon" system, involves
placing a group of students together in one class that moves from one specialist to another for
every subject. The advantage here is that students learn from teachers who specialize in one
subject and who tend to be more knowledgeable in that one area than a teacher who teaches many
subjects. Students still derive a strong sense of security by staying with the same group of peers for
all classes.
Co-teaching has also become a new trend amongst educational institutions. Co-teaching is
defined as two or more teachers working harmoniously to fulfill the needs of every student in the
classroom. Co-teaching focuses the student on learning by providing a social networking support
that allows them to reach their full cognitive potential. Co-teachers work in sync with one another
to create a climate of learning.
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MODULE VI
TESTING
TEST 1
Assignment: read the text and to the tasks 1, 2 to it.
Rousseau like Comenius believed in the method of instructing through the feelings.
According to Rousseau, the central idea of the teacher's strategy should be to motivate the pupil
into wanting to learn. He wrote that if you gave the child the wish any method would be correct.
His doctrine of interest made the pupil's freedom a central part of the teacher's method. An
important basis for giving the child freedom was his idea that each was born with a special
temperament. A serious mistake he found with the method of his day was that all children were
given the same exercises. The most important general idea was not to accelerate education but to
give nature to work before the teacher begins to work. According to him, childhood has its own
distinct character, its own laws of inner development, to which the teacher's method must conform.
One important difference he noted was that, while the child did not have knowledge about life, he
had the senses. Since a child begins to learn when he begins to live, education as the level of sense
should begin at once. Education should begin only when the child is ready enough for it. The child
would never be so busy again in all his life.
Rousseau's principles of age-grouping are the most important of his education strategy.
Starting with the principle that every age has a special character of its own, he divided the time of
pupil age into four periods and defined their characteristic features. The first period is that of
infancy; the second period is from two to twelve years of age; the third is the period of
pre-adolescence, lasting from twelve to fifteen; and the fourth – from fifteen to the time of
marriage about twenty-five.
His principles of age-grouping and his age-grouping have positive and negative features.
The first positive feature is the recognition of the importance of the adolescent changes for
education; the negative feature is paying great attention to the effects of these changes, and the
separation of childhood from later life.
Задание 1.
1. Choose a proper name to the text above:
a) Rousseau‘s life. b) Rousseau‘s books. c) Rousseau‘s strategy in education. d) Rousseau
is a great doctor. e) About modern education.
2. What does this sentence reflect?
But he thought that true education is more knowing than doing.
а) shows the main idea b) illustrates the whole idea of statement c) rejects the statement d)
illustrates the a fact e) servers for emotional reception of the text.
3. What problem is discussed in the text?
a) Educational system in the USA. b) Teaching children according to age-grouping. c)
teaching foeign languages. d) Relationships between children. e) The development of preschool
educational system in Russia.
Задание 2.
Choose the right answer to the questions.
4. What is the central idea of Rousseau’s strategy of education?
a) To play with children. b) To walk with children. c) To read books with children. d) To
motivate children to learn. e) To motivate children to love parents.
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5. When is any method of instructing correct according to Rousseau?
a) When the teacher gives the child the wish. b) When the teacher gives the child sweets. c)
When the teacher gives the child books. d) When the teacher gives the child toys. e) When the
teacher doesn‘t pay attention to the child.
6. What serious mistake in education of his time did Rousseau find?
a) To give children the same food. b) To give children the same exercises. c) To give
children the same plays. d) To give children the same books. e) To give children the same teachers.
7. What is the most important general idea of Rousseau’s strategy?
a) To read special books on education. b) To accelerate education. c) Not to pay attention to
education. d) To forget about education. e) To give nature to work before the teacher begins to
work.
8. When should education begin according to Rousseau’s strategy?
a) When the child prepares lessons. b) When the child reads a lot. c) When the child plays.
d) When the child is ready. e) When the child is happy.
9. What principles are the most important principles of Rousseau’s strategy?
a) Principles of books - grouping; b) Principles of parents - grouping; c) Principles of age grouping; d) Principles of teacher grouping; e) Principles of grandparent grouping.
10. How many periods did Rousseau divide the time of pupil age into?
a) Six; b) Four; c) Three; d) Five; e) Forty.
Test 2
Teaching brings many rewards and satisfactions, but it is a demanding, exhausting, and
sometimes frustrating job. It is hard to do well unless you enjoy doing it. Teachers who do enjoy
their work will show this in their classroom behaviour. They will come to class prepared for the
day‘s lessons and will present lessons in a way that suggests interest and excitement in promoting
learning. When students do achieve success, the teacher shares in their joy.
The teacher‘s job involves many roles besides that of instructing students. At times, a teacher
serves as a parent surrogate, entertainer, psychotherapist, and record keeper, among other things.
All of these are necessary aspects of the teacher‘s role. However, they are subordinate to, the major
role of teaching.
Some teachers become more concerned with mothering or entertaining students than with
teaching them. In these classes, much of the day is spent in reading stories, playing games, singing
and listening to records. Such teachers do not like to spend much time teaching the curriculum and
feel they must apologize to children or bribe them when lessons are conducted. These teachers are
meeting their own needs, not those of the students. By the end of the year, the pupils will have
acquired negative attitude toward the school curriculum, and they will have failed to achieve near
their potential.
The teacher is in the class to instruct. This involves more than just giving demonstrations or
presenting learning experiences. Instruction also means giving additional help to those who are
having difficulty, diagnosing the sources of their problems, and providing remedial assistance. For
the teacher we see that it means finding satisfaction in the progress of slower students as well as
brighter ones. If a teacher‘s method of handling students who finish quickly is to assign them more
of the same kind of exercises, students will learn to work more slowly or hid the fact they have
finished.
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Задание 1.
1. Choose a proper name to the text above:
a) The teacher‘s job; b) The teacher‘s work; c) A good teacher; d) The teacher‘s responsibility; e)
The importance of praise and encouragement.
2. What does this sentence reflect?
We are going to find out who knows the material and who doesn’t.
а) shows the main idea b) illustrates the whole idea of statement c) rejects the statement d)
illustrates the a fact e) servers for emotional reception of the text.
3. What problem is discussed in the text?
a) Organization of schooling; b) Different methods of teaching; c) Different specialities in a
teaching; d) peculiarities of a modern teacher‘ s career: e) the importance of teacher; job/
Задание 2.
Choose the right answer to the questions.
4. Teaching brings many rewards and satisfactions, doesn‘t it?
a) Yes, it does. b) Yes, it is. c) Yes, it has. d) No, it doesn‘t. e) No, it isn‘t.
5. What kind of career is teaching?
a) It is demanding, exhausting and easy. b) It is demanding, exhausting and frustrating. c) It is
demandin. d) difficult and creative. e) It is demanding, exhausting and exciting.
6. When does the teacher share students’ joy?
a) When students get a scholarship. b) When students attend classes. c) When students miss
classes. d) When students achieve success. e) When students fail in exams.
7. What don’t some teachers like to do?
a) To play games; b) To listen to records; c)To spend much time teaching the curriculum; d) To
read stories; e) To sing songs.
8. What is the reason of the negative attitude of the pupils toward the school curriculum at
the end of the year?
a) The fault of indifferent teachers; b) The sarcasm of their teachers; c) The rudeness of their
teachers; d) The indifference of their teachers; e) The kindness of their teachers.
9. What ist he main role does the teacher‘s job involve?
a) Instructing students; b) Playing with students; c) Talking with students; d) Discussing
problems; e) Solving problems.
10. What does instruction mean to those who are having difficulty?
a) Explaining the real life situations; b) Fostering kindness; c) Stimulating to discover aptitudes;
d) Learning the subject; e) Giving additional help.
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RESOURSES
1. Английский язык: пособие для студентов-заочников 1 курса неяз. фак. пед. ин-тов /
сост. А.П. Грызулина, Р.Я Рубинчик, Л.А Воронцова и др. – 2 изд., испр.. и доп. – М.:
Просвещение, 1985. – 160 с.
2. Образование наций = Educating Nations: учебное пособие по английскому языку для
студентов, обучающихся по направлению подготовки «Педагогическое образование»
/ Н.В. Кагуй. – Набережные Челны, 2015. – 219 c.
3. https://www.oxforddictionaries.com/
4. http://www.oed.com/
5. http://dictionary.cambridge.org/
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CONTENTS
1. МЕТОДИЧЕСКИЕ УКЗАНИЯ ДЛЯ ОБУЧАЮЩИХСЯ ……………………3
2. MODULE I. CHILD‘S EDUCATION IN THE EARLY YEARS ………………31
3. MODULE II. MODULE II. HOW TO EDUCATE AN
EXCEPTIONAL PRESCHOOL CHILD …………………………………………….36
4. MODULE III. ON PRESCHOOL EDUCATORS‘ CAREER …………………………..40
5. MODULE IV. MEANS OF PROFESSIONAL COMMUNICATION ………………….45
6. MODULE V. ADDITIONAL TEXTS ……………………………………………54
7. MODULE VI. TESTING …………………………………………………………65
8. RESOURSES ……………………………………………………………………68
69
Кагуй Н.В.
Образование и воспитание наций в дошкольном детстве
= Nation‘ s Education in the early years
учебно-методическое пособие
423806, г. Набережные Челны, ул. Низаметдинова, д. 28
ФГБОУ ВО «НГПУ»
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