Papers by Margarita Popova
Н а у ч Н ы й ж у р Н а л СЕРИя «Педагогика и Психология» № 1 (27) Издается с 2007 года Выходит 4... more Н а у ч Н ы й ж у р Н а л СЕРИя «Педагогика и Психология» № 1 (27) Издается с 2007 года Выходит 4 раза в год Москва 2014 VESTNIK MOSCOW CITY TEACHER TRAINING UNIVERSITY S c i e n t i f i c J o u r n a l Pedagogic a n d PSychology № 1 (27) Published since 2007 Quarterly Moscow 2014 Редакционный совет: Реморенко И.М. председатель ректор ГБОУ ВПО МГПУ, кандидат педагогических наук, доцент, почетный работник народного образования Рябов В.В. заместитель председателя президент ГБОУ ВПО МГПУ, доктор исторических наук, профессор, член-корреспондент РАО Геворкян Е.Н. заместитель председателя первый проректор ГБОУ ВПО МГПУ, доктор экономических наук, профессор, академик РАО Агранат Д.Л. заместитель председателя проректор по учебной работе ГБОУ ВПО МГПУ, доктор социологических наук, доцент Редакционная коллегия: Савенков А.И. главный редактор доктор педагогических наук, доктор психологических наук, профессор Вачкова С.Н. заместитель главного редактора кандидат педагогических наук, доцент Амонашвили Ш.А. доктор психологических наук, профессор, академик РАО Богуславский М.В. доктор педагогических наук, профессор, член-корреспондент РАО Воропаев М.В. доктор педагогических наук, профессор Веракса Н.Е. доктор психологических наук, профессор Данилюк А.Я. доктор педагогических наук, профессор, член-корреспондент РАО Зиновьева Т.И. кандидат педагогических наук, доцент Козлова С.А. доктор педагогических наук, профессор Курочкина И.Н. доктор педагогических наук, доцент Конышева Н.М. доктор педагогических наук, профессор Приходько О.Г. доктор педагогических наук, профессор Резаков Р.Г. доктор педагогических наук, профессор Романова Е.С. доктор психологических наук, профессор Фельдштейн Д.И. доктор психологических наук, профессор, академик РАО Ямбург Е.А. доктор педагогических наук, профессор, член-корреспондент РАО Журнал входит в «Перечень ведущих рецензируемых научных журналов и изданий, в которых должны быть опубликованы основные научные результаты диссертаций на соискание ученых степеней доктора и кандидата наук» ВАК Министерства образования и науки Российской Федерации.
The BILIUM project was initiated in August 2012 for the purpose of exploring the basis for creati... more The BILIUM project was initiated in August 2012 for the purpose of exploring the basis for creating an education module and possibly a curriculum for pedagogic professionals
working with bilingual children at pre-school in transition to primary school. These include pedagogic staff in local authority schools, kindergartens and supplementary heritage language schools, and also freelance pedagogues working with children in the field of language development.
The project is considered necessary in order to improve the competitiveness of the education sector of Germany and other European Countries and to achieve the goals of the EU on
language diversity, as well as to overcome the generation gap. We need to support children’s language development and the qualifications of people working with them, irrespective of
whether they are natives or migrants. The challenge for the future is to re-organise work programmes in kindergartens with regards to what effect the special communication and
interaction needs of bilinguals have on the professional education of staff, and to change organisations’ attitudes to IVT and VET programmes. Therefore, the project will create a
competence programme for the purpose of increasing the willingness for cross-cultural learning.
The project seeks to embed the topic of bilingualism and the development of skills and competences in vocational and professional education. Methods and didactic techniques
will be extracted from various approaches in order to improve the qualifications and career development of pedagogic staff in their professional duties and to support their employers
in assisting them by using what has been learned.
Multilingual ability is becoming increasingly a key skill in terms of personal development opportunities, inter-cultural understanding and the global consciousness of people in Europe and throughout the world. The process of the socialisation of young children is traditionally associated with the system of pre-school education. Developing the child’s individual characteristics should involve preparing him or her for the demands of a dynamic, globalised world.
BiLinguaLism upgRade mOduLe – BiLium
The BILIUM project was initiated in August 2012 for the pur... more BiLinguaLism upgRade mOduLe – BiLium
The BILIUM project was initiated in August 2012 for the purpose of exploring the basis for creating an education module and possibly a curriculum for pedagogic professionals working with bilingual children at pre-school in transition to primary school. These in- clude pedagogic staff in local authority schools, kindergartens and supplementary heritage language schools, and also freelance pedagogues working with children in the field of lan- guage development.
(LeOnaRdO da VinCi, 08.2012–07.2014)
The project is considered necessary in order to improve the competitiveness of the educa- tion sector of Germany and other European Countries and to achieve the goals of the EU on language diversity, as well as to overcome the generation gap. We need to support children’s language development and the qualifications of people working with them, irrespective of whether they are natives or migrants. The challenge for the future is to re-organise work programmes in kindergartens with regards to what effect the special communication and interaction needs of bilinguals have on the professional education of staff, and to change organisations’ attitudes to IVT and VET programmes. Therefore, the project will create a competence programme for the purpose of increasing the willingness for cross-cultural learning.
The project seeks to embed the topic of bilingualism and the development of skills and competences in vocational and professional education. Methods and didactic techniques will be extracted from various approaches in order to improve the qualifications and career development of pedagogic staff in their professional duties and to support their employers in assisting them by using what has been learned.
Multilingual ability is becoming increasingly a key skill in terms of personal development opportunities, inter-cultural understanding and the global consciousness of people in Eu- rope and throughout the world. The process of the socialisation of young children is tra- ditionally associated with the system of pre-school education. Developing the child’s indi- vidual characteristics should involve preparing him or her for the demands of a dynamic, globalised world.
Modern scientific research has proved that a child’s brain is easily able to acquire two lan- guages at the same time. Professor Dr. Petra Schulz of the University of Frankfurt maintains that the best place for bilingual language acquisition is the kindergarten. Several research projects have been dedicated to this issue for more than ten years now: e.g. the DFG
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Papers by Margarita Popova
working with bilingual children at pre-school in transition to primary school. These include pedagogic staff in local authority schools, kindergartens and supplementary heritage language schools, and also freelance pedagogues working with children in the field of language development.
The project is considered necessary in order to improve the competitiveness of the education sector of Germany and other European Countries and to achieve the goals of the EU on
language diversity, as well as to overcome the generation gap. We need to support children’s language development and the qualifications of people working with them, irrespective of
whether they are natives or migrants. The challenge for the future is to re-organise work programmes in kindergartens with regards to what effect the special communication and
interaction needs of bilinguals have on the professional education of staff, and to change organisations’ attitudes to IVT and VET programmes. Therefore, the project will create a
competence programme for the purpose of increasing the willingness for cross-cultural learning.
The project seeks to embed the topic of bilingualism and the development of skills and competences in vocational and professional education. Methods and didactic techniques
will be extracted from various approaches in order to improve the qualifications and career development of pedagogic staff in their professional duties and to support their employers
in assisting them by using what has been learned.
Multilingual ability is becoming increasingly a key skill in terms of personal development opportunities, inter-cultural understanding and the global consciousness of people in Europe and throughout the world. The process of the socialisation of young children is traditionally associated with the system of pre-school education. Developing the child’s individual characteristics should involve preparing him or her for the demands of a dynamic, globalised world.
The BILIUM project was initiated in August 2012 for the purpose of exploring the basis for creating an education module and possibly a curriculum for pedagogic professionals working with bilingual children at pre-school in transition to primary school. These in- clude pedagogic staff in local authority schools, kindergartens and supplementary heritage language schools, and also freelance pedagogues working with children in the field of lan- guage development.
(LeOnaRdO da VinCi, 08.2012–07.2014)
The project is considered necessary in order to improve the competitiveness of the educa- tion sector of Germany and other European Countries and to achieve the goals of the EU on language diversity, as well as to overcome the generation gap. We need to support children’s language development and the qualifications of people working with them, irrespective of whether they are natives or migrants. The challenge for the future is to re-organise work programmes in kindergartens with regards to what effect the special communication and interaction needs of bilinguals have on the professional education of staff, and to change organisations’ attitudes to IVT and VET programmes. Therefore, the project will create a competence programme for the purpose of increasing the willingness for cross-cultural learning.
The project seeks to embed the topic of bilingualism and the development of skills and competences in vocational and professional education. Methods and didactic techniques will be extracted from various approaches in order to improve the qualifications and career development of pedagogic staff in their professional duties and to support their employers in assisting them by using what has been learned.
Multilingual ability is becoming increasingly a key skill in terms of personal development opportunities, inter-cultural understanding and the global consciousness of people in Eu- rope and throughout the world. The process of the socialisation of young children is tra- ditionally associated with the system of pre-school education. Developing the child’s indi- vidual characteristics should involve preparing him or her for the demands of a dynamic, globalised world.
Modern scientific research has proved that a child’s brain is easily able to acquire two lan- guages at the same time. Professor Dr. Petra Schulz of the University of Frankfurt maintains that the best place for bilingual language acquisition is the kindergarten. Several research projects have been dedicated to this issue for more than ten years now: e.g. the DFG
working with bilingual children at pre-school in transition to primary school. These include pedagogic staff in local authority schools, kindergartens and supplementary heritage language schools, and also freelance pedagogues working with children in the field of language development.
The project is considered necessary in order to improve the competitiveness of the education sector of Germany and other European Countries and to achieve the goals of the EU on
language diversity, as well as to overcome the generation gap. We need to support children’s language development and the qualifications of people working with them, irrespective of
whether they are natives or migrants. The challenge for the future is to re-organise work programmes in kindergartens with regards to what effect the special communication and
interaction needs of bilinguals have on the professional education of staff, and to change organisations’ attitudes to IVT and VET programmes. Therefore, the project will create a
competence programme for the purpose of increasing the willingness for cross-cultural learning.
The project seeks to embed the topic of bilingualism and the development of skills and competences in vocational and professional education. Methods and didactic techniques
will be extracted from various approaches in order to improve the qualifications and career development of pedagogic staff in their professional duties and to support their employers
in assisting them by using what has been learned.
Multilingual ability is becoming increasingly a key skill in terms of personal development opportunities, inter-cultural understanding and the global consciousness of people in Europe and throughout the world. The process of the socialisation of young children is traditionally associated with the system of pre-school education. Developing the child’s individual characteristics should involve preparing him or her for the demands of a dynamic, globalised world.
The BILIUM project was initiated in August 2012 for the purpose of exploring the basis for creating an education module and possibly a curriculum for pedagogic professionals working with bilingual children at pre-school in transition to primary school. These in- clude pedagogic staff in local authority schools, kindergartens and supplementary heritage language schools, and also freelance pedagogues working with children in the field of lan- guage development.
(LeOnaRdO da VinCi, 08.2012–07.2014)
The project is considered necessary in order to improve the competitiveness of the educa- tion sector of Germany and other European Countries and to achieve the goals of the EU on language diversity, as well as to overcome the generation gap. We need to support children’s language development and the qualifications of people working with them, irrespective of whether they are natives or migrants. The challenge for the future is to re-organise work programmes in kindergartens with regards to what effect the special communication and interaction needs of bilinguals have on the professional education of staff, and to change organisations’ attitudes to IVT and VET programmes. Therefore, the project will create a competence programme for the purpose of increasing the willingness for cross-cultural learning.
The project seeks to embed the topic of bilingualism and the development of skills and competences in vocational and professional education. Methods and didactic techniques will be extracted from various approaches in order to improve the qualifications and career development of pedagogic staff in their professional duties and to support their employers in assisting them by using what has been learned.
Multilingual ability is becoming increasingly a key skill in terms of personal development opportunities, inter-cultural understanding and the global consciousness of people in Eu- rope and throughout the world. The process of the socialisation of young children is tra- ditionally associated with the system of pre-school education. Developing the child’s indi- vidual characteristics should involve preparing him or her for the demands of a dynamic, globalised world.
Modern scientific research has proved that a child’s brain is easily able to acquire two lan- guages at the same time. Professor Dr. Petra Schulz of the University of Frankfurt maintains that the best place for bilingual language acquisition is the kindergarten. Several research projects have been dedicated to this issue for more than ten years now: e.g. the DFG