Рубрика: Педагогика

Аннотация: (Українська) У статті розглянуті техніки музикотерапії, які є ефективними для корекції мовлення.

Аннотация: (English) The article presents a design-theoretic analysis of the HUM–MONT model, which integrates humane pedagogy and the Montessori method in the context of developing social and emotional competencies in early childhood. The study is conducted within humanistic and cognitive-developmental frameworks that combine evidence on mechanisms of self-regulation, emotional responsiveness, and the sensory organization of the educational environment. The theoretical foundations of humane pedagogy are rooted in the legacy of Shalva Amonashvili, whose method emphasizes the child’s inner dignity, dialogical communication, and the educator’s moral self-regulation. His principles of empathy-based learning and respect for individuality form the philosophical core of the HUM–MONT framework, linking humanistic values with the structured autonomy of Montessori practice. The work draws on a comparative synthesis of recent international studies focused on the development of executive functions, pedagogical empathy, and the effectiveness of professional development programs for early childhood educators in the field of social-emotional learning. Particular attention is given to substantiating HUM–MONT as a convergent model in which humane-oriented values are combined with the structural autonomy of the Montessori approach, forming a coherent system of micro-practices of emotional interaction. The article elaborates the principles of balancing the educator’s emotional flexibility with environmental orderliness, ensuring the development of self-awareness, responsibility, and a stable emotional climate in the group. The novelty of the study lies in the formulation of HUM–MONT as a normative framework of pedagogical self-regulation that integrates the value-based and operational mechanisms of humane education. The article will be of interest to researchers and practitioners in early childhood pedagogy, developmental psychology, and social-emotional learning programs.

Аннотация: (English) The modern system of special education is undergoing an active transformation driven by the need to provide a high-quality educational process for students with special educational needs. Traditional approaches, despite their proven effectiveness, often prove inadequate in the face of rapidly changing socio-cultural and technological realities. Consequently, there is a growing demand for innovative methodologies—such as art-therapy practices, sensory integration, game-based and neuropsychological remedial modules, and digital tools—each of which supports the development of cognitive capacities, emotional regulation, and communication skills, thereby creating conditions for a personalized learning path and full inclusion of the child in society. These cutting-edge directions are inherently interdisciplinary and require a high level of professional training for educators, combined with sufficient resource support. Their advantages include increased learning motivation, reduced anxiety levels, improved communicative interaction, and successful integration of students into the educational environment. At the same time, challenges remain—such as staff shortages, limited material and technical resources, and a lack of robust evidence for efficacy. Nevertheless, these obstacles do not impede the rapid growth of inclusive practice and the enhancement of digital competence among teachers, setting the stage for expanded use of innovative tools designed to comprehensively support children with special educational needs. The conclusions drawn here will be of interest both to specialists examining this issue from scientific and medical perspectives and to practicing educators, psychologists, and other professionals working in the field of special education.

Аннотация: (English) The article is devoted to an experimental study aimed at identifying the features of the influence of mental arithmetic classes on the mental and creative abilities of children aged 7–9. The relevance of the topic is determined by the growing interest in accelerated development programs that allow developing in younger students not only computational skills, but also creative thinking, auditory and visual memory, and reaction speed. The novelty of the study lies in the integrated approach, which highlights the dynamics of key indicators (auditory memory, arithmetic speed, and creativity indicators) and analyzes their relationship with the systematic practice of counting on an abacus. The work describes intermediate and final results, analyzes parent questionnaires, and conducts interviews with teachers. Particular attention is paid to monitoring children's fatigue and ability to come up with innovative solutions. The work aims to illustrate how parallel activation of the left and right hemispheres through mental arithmetic techniques affects the formation of cognitive interest. To achieve the goal, a comparative method, source analysis, and statistical data processing were used. The publications of researchers indicating the positive effect of interhemispheric interaction were studied. The conclusion describes the results of the experiment and the prospects for introducing mental arithmetic into school practice. The article will be useful for teachers, psychologists, and parents looking for innovative ways to develop children's intellectual resources.