Effects of the Application of Russian Educational Technologies

The eminars “Opportunities and Potential Effects of the Application of Modern Russian Educational Technologies, Methods of Teaching and Education for Ensuring the Development of Preschool Children in Educational Organizations of South Africa” ​​and “Opportunities and Potential Effects of the Application of Modern Russian Educational Technologies, Methods of Teaching and Raising Schoolchildren at the Level of Initial General and Basic general education in educational organizations of South Africa “, organized in Cape Town (South Africa) by experts from ANO the “Eureka” Institute of educational policy with the support of the Russian Federal Agency “Rossotrudnichestvo” were held on September 14-15, 2017.

The seminars were aimed at acquainting listeners with effective Russian development technologies for working with preschool and school age children. This topic is relevant for teachers of South Africa and parents of children of bilinguals and polylinguals coming from Russia who are aimed at obtaining a quality developmental education that gives the child the opportunity to live and develop in any country of the world, preserving the language and, without losing touch with the culture of the homeland, or their homeland parents. Therefore, the students showed great interest in the issues discussed and the interest in mastering the elements of technology already in the framework of ongoing seminars. In the foundations of many modern Russian educational technologies, the cultural and historical concept of L.S. Vygotsky, in which he assigned the decisive role to “learning, which leads to development”, confirming this by many provisions of the concept – on the zone of proximal development, on the unity of affect and intellect, on the leading types of activity and other.

The participants of the seminars not only listened to the lectures, discussed the content of the materials in question, most of the time they were given the opportunity to make practical tests, observe the actions of experts conducting the seminar, master the technology elements in the work of practical workshops. At the plenary sessions, during the discussions, the participants in the seminars summarized the experience gained in the practical activity, analyzed it, summarized and built the mechanism for introducing technologies into the educational space of schools and the interaction of parents and children.

In the workshops held during master-classes, the participants in practice modeled how the individualization of education unfolds within the framework of the interaction between an adult and a group of children, as a teacher builds a cognitive or creative task for each child, relying on his zone of proximal development. The participants of the seminars participated in various workshops in the content of the workshops: artistic creativity, cognitive tasks and modeling, theatrical pedagogy, event formats, etc. Participants of the seminars experienced the peculiarities of Russian educational technologies, the grain of which is the understanding of knowledge in the context of activities and emotional- personal experience, formed through the decision of personally important and accepted tasks, as well as through the event format of organization of activities.

The seminars also showed the continuity of Russian educational technologies in working with children of preschool and school age. Within the framework of the seminars, it was demonstrated that the child’s developmental grounds were universal: the type of child’s leading activity changes – technologies that ensure the development of the child in the leading activity are changing.

  AUTHOR
Caxton Local Media

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