Regional Formation and Development Studies

The 21st century is identified in the country’s strategic documents as a century of rapid technological, climatic and economic change, and countries must not be afraid of innovation and knowledge of the world through information technology. According to strategic documents, the education of gifted children is also one of the country’s priorities. Gifted pre-school children need to develop and continuously improve their abilities, and the stimulation of these abilities can be enhanced by information and communication technologies. The article analyses the educational possibilities for gifted pre-school children using information communication technology, the characteristics of gifted pre-schoolers, and the possibilities for the identification of gifted pre-schoolers. The study suggests that gifted pre-school children are educated in an individualised way according to their needs, they are identified by their abilities which stand out from their peers, information communication technologies are used to diversify the education of gifted pre-school children, and that the biggest problem educators face while developing gifted children is the lack of information and the lack of communication tools.

Strategic documents (Description of Pre-school Children’s Achievements, 2014; State Strategy for Education in 2013–2022, 2014; Concept of Good School, 2015; Methodological Recommendations for Pre-school Education, 2015; etc) state the need to create conditions for children to actively work, investigate, create, discuss, and learn to solve problems, etc. This changes the classic approach to the quality and outcomes of pre-school education. The article analyses teachers’ attitudes towards the possibilities for applying active learning methods in developing children’s language skills at pre-school age. The findings of the qualitative research have revealed that pre-school teachers look for the most effective, child-friendly education methods and tools in order to ensure the success of children’s language education and their optimal achievements according to the children’s abilities. From a teacher’s point of view, pre-school children whose teachers apply active learning methods have the following opportunities for language education: to think creatively, experience the joy of education, take responsibility, investigate and solve problems, work in pairs and/or groups, learn to believe in themselves, use media, develop responsible media usage habits, etc. The findings of the research reveal that children’s language education possibilities using active learning methods are highly dependent on the teacher’s competencies, creativity and willingness to work in a different, non-traditional way.

Dirbtinis intelektas vis labiau skverbiasi į mokyklas ir edukacijos procesą. Tad svarbu nustatyti, kaip jis gali padėti tobulinti mokymo(si) procesą. Šiame straipsnyje apžvelgiamos ir sisteminamos šiuolaikinės dirbtiniu intelektu paremtos edukacinės technologijos, atskleidžiant jų galimus privalumus ir trūkumus, kuriant personalizuotas mokymo(si) aplinkas. Siekiant išsikelto tikslo, taikytas mokslinės literatūros analizės metodas. Jo pagrindu skiriamos pagrindinės dirbtinio intelekto integravimo į edukacines technologijas tendencijos, jos išsamiai aptariamos. Teigiama, kad įvertinus dirbtinio intelekto privalumus ir galimybes edukacijoje, jis turėtų būti vertinamas kaip edukacijos praktiką transformuojantis procesas, kur būtina iš esmės persvarstyti pagrindinius vaidmenis. Svarbiausias efektyvaus dirbtinio intelekto naudojimo edukacijoje veiksnys – mokytojų raštingumas dirbtinio intelekto srityje.

The emotions impact every single process in an individual’s life. An analysis of the scientific works selected by a Google search based on the terms ‘emotions, Vygostky, Leontiev’ shows that the complexity of the topic is multiplied by the complexity, mixture and fragmentary nature of the approaches applied to the investigation of the emotions. The aim of this work is to revisit the works of Vygotsky and Leontiev relating to the emotions underpinning the identification of notions, features and functions of the emotions. A novel research methodology, the development of the system of external and internal perspectives, was implemented. The investigation into the emotions was based on the theories of Vygotsky and Leontiev: activity theory, law of development, psychological system, word meaning, concept formation, and the unity of language. The theoretical analysis resulted in the definition of notions, features and functions of the emotions. The limitations of the research were identified. Further research directions are proposed.