(2016) Science and education, 12, 122-127. Odessa.

Shahin Samadpour Shahrak,
M. A. Shabestar Branch,
Parviz Karimi Sani,
PhD, Department of Psychology, Shabestar Branch,
Roghayeh Khamizadeh,
PhD, Department of Psychology, Shabestar Branch,
Islamic Azad University, Shabestar, Iran

INVESTIGATING THE IMPACT OF PAINTING
ON THE LEVEL OF PRE-SCHOOL CHILDREN’S CREATIVITY

This study aimed to explore the impact of painting on the creativity level of pre-school children of Shabestar kindergartens in 2014-2015 school year. The present study is quasi-experimental. The study involved 30 kindergarten and pre-school children. Data collection instrument was a standard questionnaire. The data were analyzed in two parts: Descriptive statistics (including demographic data, tables and charts) and inferential statistics (Manoa test and analysis of covariance). The results show that painting has a positive impact on the development of pre-school children’s creativity. Moreover, the findings have indicated that painting is an effective tool for the development of initiative and flexibility of children in the Shabestar kindergartens.

painting, creativity, fluency, development, initiative, flexibility, preschool children.

1. Asadi, M. (2006). The relationship between preschool training and social development of first and second grade students in elementary public schools in Tehran. MA thesis, Tarbiat Modarres University in Tehran.

2. Asadi, Z. (2011). The necessity of creativity growth and entrepreneurship of children to provide human resources of future organizations. Tehran, Publisher of New Thought.

3. Amir Jahani, S. H. (2011). An Inquiry into the concept of art and its composition elements. Retrieved from: firooze.com.

4. Boulan-Diaz, A. (2001). Behavioral research: A systematic approach. London: sage publications New York: John Wiley & Sons.

5. Chambers, H. (2000). Fundemental of an abnormal psychology. New York: John Wiley & Sons.

6. Danils, M. (2000). Beliefs and behavior. Cognitive therapy and research, 19, 66-94.

7. Deivid. M. (2000). Contemporary behavior therapy. Handbook of psychological change: Psychotherapy process & Practice for the 20 st century. New York: wiely.

8. Elhami, H. (2013). The effect of pre-school education on mental and academic development as well as emotional and social adjustment of school children of Torbath E Heydarieh city. MA thesis. AllamehTabatabaei University in Tehran.

9. Eshaqnia, R. (2010). Modern art and children's drawings. Tehran: Iranian art News.

10. Faraji, M. (2012). Art education in pre-school centers. Tehran: Pre-school site of education organization in Tehran.

11. Farshad, M. (2009). The effect of pre-school education on academic achievement and social development of primary students in Tehran.the Department of Education in Tehran.

12. Gharika, B. (2001). The development origins of cognitive vulnerability to depression: Negative interpersonal context leads to personal vulnerability. Cognitive therapy and research, 22, (Vol. 2), 792-712.

13. Haj,Babaee. (2007). The relationship between motor abilities and academic achievement in elementary fifth grade students of Tehran's district four.M.A. thesis. University of Allameh Tabatabaei.

14. Hakimi, A. (2012). Enrichment effect on mental and psychomotor development of nursery children. Reflection, 2.

15. Hejazi, E. &Seif, S. (2012). The effect of preschool education on academic achievement among elementary students. Proceedings of the Congress of preschool children. November 13-14. University of Welfare and Rehabilitation Sciences.

16. Hosseinzadeh, S. (2010). Investigating the relationship between pre-school training with social adjustment of first-grade elementary students of Tehran province in the academic year 2009-2010. Tehran: Ministry of Education.

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19. Karami, M. &HeibatAllahi, A. (2011). The effect of pre-school education on the relationship between social adjustment of students from the first grade of elementary schools of districts 1 and 2 of Sanandaj city. A summary reports on education research.

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(2016) Science and education, 12, 63-67. Odessa.

Anastasiia Tkachenko,
post-graduate student,
Department of Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

ARTISTIC IMAGE AS A KEY CONCEPT IN AESTHETIC EDUCATION

The issue of essence, structure and functioning of artistic image is considered to be of key importance not only in art but also in aesthetic education. Any image is a fragment of the real world (which has come in view of consciousness, become its stimulus and has been internalised by it) is a fact of consciousness, the ideal form of its essence. There is no aesthetic reflection of reality, no artistic imagination and creativity without artistic images. Thus, the article is aimed at analysing the concept of artistic image in art within the framework of aesthetic education. The following characteristic features are peculiar to the artistic image in classic concepts of this phenomenon interpretation: synthetism and approach integrity, focusing on the main functions of artistic image (cognitive, assessing, educational, aesthetic, etc.); determination of the following interrelated factors in the artistic process: reality as a source, gifted artist as an active creative origin, a piece of art as an artistic value, artistic value interpretation, and critical comprehension as a result of the creative process. The key concept in personality’s aesthetic culture conceptualisation is a phenomenon of artistic image and its ability for productive imagination. The aesthetic function of artistic image is closely related to its educational one. It is considered as the main means of ideological and aesthetic impact of art on human mind, feelings and will. It prompts their ideological and emotional attitude towards the reflected phenomena and their conscious reality changing. Artistic image is also considered as a unique form of aesthetic world learning, whereby its material and sensual character, integrity, specificity is being saved, as distinct from science, which is presented in a form of abstract concepts. Thus, aesthetic image is a core concept for different kinds of arts, a unique way of reality cognition in the system of aesthetic personality education.

artistic image, art, aesthetics, aesthetic idea, aesthetic education.

1. Aristotel (1976). Sochineniya v chetyryekh tomakh [Works in four volumes]. (Vols. 1). Moscow: «Mysl» [in Russian].
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3. Borovik, O. V. (2000). Razvitie voobrazheniya: Metod. rekom. [Developing the imagination: Method. recomm.]. Moscow: OOO «TsGL «Ron»» [in Russian].
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(2016) Science and education, 12, 135-142. Odessa.

Leila Khazaei,
PhD student in Curriculum development, Tehran University, Tehran, Iran,
Parvin Ahmadi,
PhD student in Curriculum Development, Al-Zahra (SA) University, Tehran, Iran,
Sedigheh Momeni far,
M.sc student in Clinical Psychology, Islamic Azad University of Saveh, Saveh, Iran,
Farideh Rahmani,
M.sc student in Philosophy history of Education, Islamic Azad University of Takestan, Takestan, Iran
Hamed Bakhshi,
PhD student in Philosophy of Education, Shahed University, Tehran, Iran,
Ayub Ali fat,
PhD student in Philosophy of Education, Shahed University, Tehran, Iran,
Javad Gholipour,
M.sc student in Curriculum development, University of Allameh Tabatabai (RA), Tehran, Iran,
Reza Hosseinpour,
assistant professor, Imam Hussein (AS) University, Tehran, Iran

CHALLENGES AND DISADVANTAGES OF
MULTIGRADE TEACHING: QUALITATIVE RESEARCH

This study aimed to analyze the challenges of multi-grade classrooms from teachers’ views in order to improve the educational process. Research population included all teachers of multi-grade classrooms who live and work in Aleshtar City. Among 168 teachers 13 persons were selected by purposive sampling method. A non-structured interview was used as a research tool in the experiment. The data analysis was performed using content analysis method. The results have shown that the teachers face the following problems in multi-grade classrooms: lack of time, lack of students’ motivation, academic failure, lack of proper class management, inappropriate age composition, lack of attention to students’ individual needs, lack of educational facilities, lack of educational justice and inadequate authorities’ support. The following recommendations were provided according to the results of the study in order to improve the educational process of multi-grade classrooms: it is suggested to provide required incentive for teachers by considering special privileges; it is necessary to revise the volume of textbooks for the students and special textbooks with more appropriate contents; it is recommended that education authorities equip such schools with proper teaching aids and materials instead of reducing their number; it is suggested to engage experts of multi-grade education in the departments of education to deal with the problems of teachers of such classes; it is suggested that educational authorities apply the successful experience of other countries in the field of multi-grade classroom, etc.

challenge, multi-grade classrooms, teachers, qualitative study.

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8. Hashtjin, B., Saedi, A., Zarj Abad, A. (2001). A study of the problems of multi-grade classes. Research projects, PNU, Khalkhal branch.

9. Cornish, L. (2006). L. Cornish (Ed.). Reaching EFA through multi-grade teaching. Armidale Armidale, Australia: Kardoorair Press

10. Erdem, A. R. (2004). Teaching in the Multigrade class (2nd ed.), AnÕ Press. Ankara.

11. Erdem, A. E., Kamac Õ., S. Aydemir, T. (2005). The problems of the primary school teachers in charge of teaching and training united classrooms. Denizli Case: Theory and Practice in Education, 1, 3-13.

12. Ford, B. E. (1977). Multi-age grouping in the elementary school and children’s affective development: a review of recent research. The elementary school journal, 78, 149-159.

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14. Øzci, E., Duran, H. & Taúar, H. (2010). An investigation in multigrarde class teaching with respect to primary school teacher candidates’ perceptions and in views of primary school teachers working in multigrade class. Journal of Kirsehir Education Faculty, 11(1), 19-35.

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16. Kerem, Coskun, Mustafa, Metin, Kaan, Bülbül, Gül, Kaleli Yılmaz (2011). A study on developing an attitude scale towards multi-grade classrooms for elementary school teachers. Original Research Article Procedia - Social and Behavioral Sciences, 15, 2733-2737.

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18. Kline, P. (1994). An Easy Guide to Factor Analysis. London: Routledge.

19. Köksal, K. (2002). Teaching in the Multi-grade Classrooms. Pegema Press, Ankara.

20. Little, A.W. (2001). Multi-grade teaching towards international research and policy agenda. International Journal of Educational Development, 21, 481-497.

21. Mason, D. A. & Burns, R. B. (1997). Reassessing the effects of combination classes. Educational Research and Evaluation, 3 (1), 1-53.

22. Metin, M. (2011). A study on developing a general attitude scales about environmental issue for students in different grade levels. Asia Pacific Forum on Science Learning and Teaching, 11(2), 3.

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24. Mycock, M. A. (1967). A Comparison of Vertical Grouping and Horizontal Grouping in the Infant School. British Journal of Educational Psychology, 37, 133-145.

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31. Raggl, A. (2011). Altersgemischter Unterricht in kleinen Schulen im alpinen Raum [Multi-age teaching in small schools in Alpine regions]. In R. Müller, A. Keller, U. Kerle, A. Raggl, & E. Steiner (Eds.), Schule im alpinen Raum [Schools in Alpine regions] (pp. 231-305). Innsbruck: Studien Verlag (FokusBildungSchule Bd. 2).

32. Hoffman, J. (2003). Multiage teachers’ beliefs and practices. Journal of Research in Childhood Education, 18(1), 5-17.

33. Kalaoja, E. (2006). Change and innovation in multi-grade teaching in Finland. In L. Cornish (Ed.). Reaching EFA through multi-grade teaching (pp. 215- 228). Armidale, Australia: Kardoorair Press.

(2016) Science and education, 12, 57-63. Odessa.

Tamara Pushkariova,
PhD (Candidate of Pedagogical Sciences), professor,
Head of the Department of Project Management,
Institute of Educational Modernisation,
Ministry of Education and Science of Ukraine,
36, Lipkovskoho Str., Kyiv, Ukraine

FACTORS OF EDUCATIONAL PROCESS INNOVATIVE PROJECTING IN TERMS OF EDUCATION REFORMING

The creation of the theoretical background for innovation projecting in the educational process in the field of secondary education should be carried out in terms of educational system reforming. It is due to the fact that the innovation projecting is considered as an important and powerful tool for reforms in education. The components of innovative educational activities, including innovative educational projecting are considered as important tools for education reforming. Social and other education specific factors, objective and subjective ones, are regarded as those affecting the process of innovative educational projecting in secondary education. The groups of factors that affect innovation processes and stimulate their progress and effectiveness, as well as the constraints factors that hinder education modernization in accordance with today’s requirements are described. Fundamental changes in education lead to raising individual’s development, which is the background for carrying out reforms in the society. Educational innovations are regarded as one of the powerful tools for education reforming. Innovative educational projecting is considered as an important means for solving conflicts that hinder education reforms. The following social factors (objective and subjective ones) influence innovative educational projecting: undeveloped mechanism for educational innovations implementation in a particular educational institution; the lack of necessary teaching and methodological support; teachers’ unawareness of the innovation activity realization and its problems; lack of certified criteria for evaluating work effectiveness; teachers’ overload with teaching and other activities; limited resources, etc. The idea of promotion of socioeconomic efficiency of person-oriented innovative educational activities, based on the system of continuous improvement of all its elements as one of the main priorities of the innovation educational projecting in Ukraine is an important conclusion of the article.

innovation projecting, education reform, innovation learning environment.

1. Ghrynevych, L., Elkin, O., Kalashnikova, S. et al. (2016). Nova shkola. Proekt dlia obhovorennia [New School. Project for Discussion]. Kyiv: Ministry of Education and Science of Ukraine. Retrieved from: mon.gov.ua/Новини%202016/08/21/2016-08-17-3-.pdf [in Ukrainian].
2. Savchenko, O. Ya. (2002). Dydaktyka pochatkovoi shkoly: Pidruchnyk dlia studentiv pedahohichnykh fakultetiv [Didactics of Elementary School: Textbook for students of pedagogical faculties]. Kyiv: Heneza [in Ukrainian].
3. Meskon, M., Albert, M., Hedouri, F. (2010). Osnovy menedzhmenta. Uchebnik [Fundamentals of Management. Textbook]. Moscow: Delo LTD [in Russian].
4. Dychkivska, I. M. (2012). Innovatsiini pedahohichni tekhnolohii: pidruchnyk. [Innovative educational technologies: textbook]. Kyiv: Akademvydav [in Ukrainian].
5. Lundvall, B. Е. (2007). National Innovation Systems – Analytical Concept and Development Tool. Industry and Innovation, 14:1, 95-119 [in English].
6. Global Innovation Index 2016 Report Now Available. Retrieved from: https://www.globalinnovationindex.org [in English].
7. Kovpak, E. O., Titomyr, O. S. (2015). Innovatsiinyi rozvytok Ukrainy v koneksti mizhnarodnoho dosvidu [Innovative development of Ukraine in terms of international experience]. Visnyk Kharkivskoho natsionalnoho universytetu imeni V. N. Karazina – Bulletin of Kharkiv National University, 89, 68-74 [in Ukrainian].
8. Pushkariova, T. O. (2010). Osnovni rezultaty eksperymentalnoi roboty z temy: «Vprovadzhennia modeli navchannia «1 uchen – 1 kompiuter» [The main results of the experimental work on the topic ―Implementation of a educational model ―1 pupil - 1 computer‖]. Kompyuter u shkoli ta simyi - Computer at school and home, 6, 15-19 [in Ukrainian].
9. Ziaziun, I. A., Kramushchenko, L. V., Kryvonos, I. F. et al. (1997). Pedahohichna maysternist: Pidruchnyk [Pedagogical skills: Textbook]. Kyiv: Vyshcha shkola [in Ukrainian].