Vol. 4 No. 10 (2024): Volume - IV Issue - X

This article provides information about the basic conditions of social and cultural development of a person in collective relations.

This paper explores the integration of metacognition and critical thinking skills in the English as a Foreign Language (EFL) classroom, particularly in the context of cultural exploration. As globalization increases intercultural interactions, it becomes essential for EFL learners to develop not only language proficiency but also an understanding of diverse cultures. Metacognition, the awareness and regulation of one's thought processes, enables students to reflect on their learning strategies, fostering a deeper understanding of cultural nuances. Meanwhile, critical thinking skills empower learners to analyze, evaluate, and synthesize information about different cultures, promoting open-mindedness and empathy. This study highlights effective instructional strategies for integrating these cognitive skills into cultural discussions and activities, ultimately enhancing students' language acquisition and intercultural competence. By equipping EFL students with metacognitive and critical thinking skills, educators can prepare them for successful communication in an increasingly interconnected world.

This study examines the barriers faced by students with mobility challenges in participating in co-curricular activities within school settings. Despite the recognized benefits of co-curricular engagement for social, emotional, and academic development, students with mobility impairments often encounter various obstacles that hinder their participation. The research identifies key school-related factors contributing to these barriers, including inadequate physical infrastructure, insufficient staff training on inclusivity, lack of adaptive equipment, and limited awareness of the specific needs of students with disabilities. Through qualitative interviews and surveys with students, educators, and administrators, this study aims to highlight the importance of fostering an inclusive school environment that promotes equal opportunities for all students. By addressing these barriers, schools can enhance the overall educational experience for students with mobility challenges, ensuring they have access to the same opportunities as their peers. The findings emphasize the need for policy changes and practical interventions to support co-curricular participation and promote inclusivity in educational settings.

This article highlights the effectiveness of implementing theme-based model of CBI (content-based instruction) in developing young learners’ speaking skills, as well as it offers an effective way of practising a new language in a meaningful and memorable context. We know that teaching speaking in English in primary education is one of the most demanding, at the same time challenging and rewarding jobs, and young learners are “me”-focused learners, respond emotionally to learning activities. Therefore, teachers should know how to create a warm, friendly English atmosphere in the classroom, how to use different types of activities and how to set up activities in order to enable primary school children to work together in groups. Moreover, this article is based on the study conducted with primary school children to identify the effectiveness of using theme-based CBI in teaching speaking, as well as enhancing young learners’ speaking skills.

This article explores the relationship between emotional stability and coping strategies during adolescence. Emotional stability refers to adolescents' ability to manage their emotions and maintain balance in stressful situations. Coping strategies encompass the methods used to handle stress-inducing situations. The article illustrates the role that increased emotional stability plays in adolescents' problem-solving abilities and improving their mental health. Additionally, it analyzes various types of coping strategies and their impact on emotional stability. The research findings are significant for developing psychological support and intervention programs for adolescents.

Modern preschool educational institutions have the opportunity to use all the various forms of interaction between the kindergarten and the family, which have come a long way in their formation and development. Parents and preschool are not interchangeable. An important condition of continuity is the establishment of reliable business relations between parents and preschool educational institution, during which the educational position of parents and educator-pedagogue is adjusted. The basis of such relations is formed by the forms of mutual relations between parents and the preschool educational institution.

In this article, by identifying the problems that arise in the process of forming elementary concepts from natural sciences (SCIENCE), by studying them, analyzing them and eliminating them, students acquire deep and solid knowledge of the basics of natural science, as well as it was mentioned that they should be filled in independently and focused on improving the skills of practical application.

In this article, the theoretical foundations and practical experiences that determine the content of the pedagogical model of activating children's self-expression during complex activities, the most consistent and reasonable systems for the development of preschool children, the psychophysiological characteristics of children and the possibilities of their development through complex activities and education - thoughts and opinions are expressed regarding the pedagogical model of activation during the manifestation of the child's hidden abilities in educational processes.

The method of teaching Russian language begins to teach language to students in primary school. The first method of teaching Russian language is practicing technique. Psychological and pedagogical laws of the learning process are like the needs of the society. At the beginning of these needs are communication tools. The communication tools define the ways of teaching Russian to students according to their language characteristics. The method of teaching Russian language consists of the literary parts of the language skills of students, the concepts of grammar, the change of language system over time (assimilation) and other parts of language science. Methodology; pedagogy, psychology and philosophy at the intersection of disciplines. These disciplines have a common interest.

The method of teaching Russian language begins to teach language to students in primary school. The first method of teaching Russian language is practicing technique. Psychological and pedagogical laws of the learning process are like the needs of the society. At the beginning of these needs are communication tools. The communication tools define the ways of teaching Russian to students according to their language characteristics. The method of teaching Russian language consists of the literary parts of the language skills of students, the concepts of grammar, the change of language system over time (assimilation) and other parts of language science. Methodology; pedagogy, psychology and philosophy at the intersection of disciplines. These disciplines have a common interest.