Monthly Archives: February 2018

Edutainment The Innovative Mix Of Education And Entertainment

Working hard and playing hard are both equally at the same time. This applies to adults as well as our kids.

In this day and age, our fast paced lifestyle means we are constantly forced to multi-task. As such, our attention span on a single task is greatly decreased. Time is also always a rushing factor because there’s just so much to do in so little time!

This fast-paced lifestyle has shortened our kids’ attention span even more and educators are always looking for new and effective ways to reach out to students.

One approach is creating the right mix of education with entertainment and presenting it to the kids; in the form of edutainment.

What is edutainment? What does it do? How does it work? Believe it or not, edutainment is not an entirely new concept. Here’s a simple example of an edutainment activity:

Remember when you were a kid going on school excursions? Instead of spending the day in a classroom, you and your friends took a trip to a farm, the zoo or a discovery centre. You got to see, feel, listen and learn about something new. You might have even watched a skit put up to spread an important message. It made you feel excited about learning. It was even fun!

That’s edutainment!

The term “edutainment” is not new. In fact it comes from the computer industry. It is used to describe CD-ROM programs mainly designed for educating children but also has a fun entertainment aspect to it.

As you can see, edutainment is not restricted to just one form. A school excursion, a computer game, watching a puppet show or even a film can be used as edutainment. TV shows such as Dora the Explorer or the evergreen Sesame Street are great examples of popular edutainment programs.
Edutainment allows children to learn through play. The key thing about edutainment is that it allows children to learn through leisure or play activities. Children naturally want to explore and manipulate their environment to make their own discoveries.

Studies into early childhood development have shown that children at preschool level learn best through their own play activities rather than in a structured setting, such as school classes. As such, many pre-schools are aware that open-ended play is in fact the best approach for children to learn and develop socially, physically and mentally.

Parents and educators can practice edutainment at home and in school by ‘sneaking in’ entertainment or fun into teachings. This can be the form of creating skits, role playing, solving fun puzzles or infusing songs and dance into a lesson.

Edutainment on Stage

One form of edutainment is live stage shows that help to spread positive messages in a fun way. Key messages are customized or incorporated into stage performances that often use creative mediums and interactive tools.

Many multi-national corporations and organizations today are also using edutainment on stage as a tool to spread a positive message to young students. Professional production companies are engaged to create creative shows that are effective and help reach objectives. For example in Singapore, the Health Promotion Board utilized two custom-created puppet & magic shows to spread the importance of good dental hygiene and harmful effects of smoking. The Fire Safety Prevention Council also commissioned a puppet show to highlight to students the importance of fire safety and prevention.

If you are an educator, parent or organization looking to instill positive values or communicate an important message to children, consider edutainment as an innovative approach.

What is Remediation

The word -remediation- is very important in the work my colleagues and I do with families affected by autism and other neuro-developmental disabilities, but it is a word that is unfamiliar to many people. I thought I would take a moment this week to talk about what remediation means in general, and specifically in the realm of autism.

Let’s start with some basic dictionary definitions:
Remediate (verb) – To remedy a problem
Remedial (adjective) – Intended to correct or improve one’s skill in a specific field; therapeutic, corrective, restorative
Remediation (noun) – Use of remedial methods to improve skills; the act or process of correcting a deficiency

Dr. Steven Gutstein’s definition of remediation: Correcting a deficit to the point where it no longer constitutes and obstacle

My definition: Work ON something, not just around it

Whether you are a parent or professional, it is critical to understand what remediation is, and the distinction between remediation and compensation. Perhaps the most common application of this distinction is in the area of reading problems. If a child is diagnosed with a reading disability, we typically apply remediation approaches to help them learn to read. At various points we may use compensations, such as books on tape, to support them. However, our goal is to remediate, or correct, the problem that is preventing them from reading so they can become functional readers. In my professional experience, I have yet to come across a situation where adults believe that if an 8 year old child is not yet reading, that we should just compensate for that and give them books on tape to listen to for the rest of their lives. Remedial efforts are taken to get to the root of the problem and overcome the issues that are preventing successful reading.

Now take this same concept and apply it to individuals on the autism spectrum. By definition they are struggling in many areas: socialization, communication, thinking flexibly, and the list goes on depending on the person. What approach do we usually take to these deficits? By and large, we take a compensation approach. We find ways to work around these problems so that the students fit into the mold of what we do at home and in school everyday. Our main motivation becomes applying strategies that help them exhibit what we consider to be -typical- behaviors -sit appropriately in the classroom or at church, learn academic skills, play on the playground equipment, wait in line without becoming upset, greet others when we see them, etc. While we may also look for ways to support their communication and to improve their relationships with others, we do this on a very surface level without really understanding the obstacles that create those problems in the first place. And, because we don’t really understand the root issues that create these problems, we resort to compensation techniques rather than remediating the root causes.

When you look at the history of treatments in the field of autism, it has been primarily about compensation. While research on the brain and autism has continued to move forward and provide us new information, our treatment approaches have stagnated. The methods we were using 30 years ago are still the methods being used today, despite the fact that we have a whole host of new information available to us. We now have the capacity to take what we know about the disorder of autism and how it impacts brain function, and develop new techniques and approaches that move beyond compensation and actually work to remediate (correct) the primary features of the disorder. This is one of the exciting things about newer approaches such as the Relationship Development Intervention (RDI) Program, which focuses on remediating, rather than just working around, the core deficits we see in individuals with autism and other neuro-developmental disorders.

It is time to move beyond thinking about treatment as merely capitalizing on strengths, and begin thinking about how to strengthen areas of weakness. Research has shown us that autism is primarily a disorder of connectivity in the brain-with some portions over connected and others under connected. What is so exciting about this is that we know that neural connectivity can change throughout the lifespan. The human brain has an enormous capacity for developing new connections and changing the patterns of connectivity when given the right types of stimulation. This is what allows us to look at autism treatment in a new light. It cannot be merely about strengthening the areas that are already strong. Effective education and treatment must be focused on building new connections in the areas where connectivity is deficient. This is the essence of remediation.

About the Author: Autism specialist Nicole Beurkens, founder and director of the Horizons Developmental Remediation Center, provides practical information and advice for families living with autism and other developmental disabilities. If you are ready to reduce your stress level, enrich your child’s development, and improve your family’s quality of life, get your FREE reports now at ==> www.HorizonsDRC.com

Department For International Education Sumy State University

Department for International Education:

Mykola O. Bozhko – Acting director of the Department for International Education.

Evgeny V. Kovalenko – Vice-director of the Department for International Education.

Oleksiy S. Goncharenko – Vice-director.

Yuliya V. Kosenko -Vice-director for pedagogical work.

Igor M. Demchenko – Vice-director for administrative and juridical questions.

STAFF

Marina V. Suhorukova;
Larisa V. Nazarenko;
Alyena I. Gulyanskaya;
Evgeniya O. Shuvaeva;
Viktoriya I. Lyushnaya;
Yuliya V. Vlasenko;
Oksana M. Zinchenko;
Elena O. Kireeva.

PREPERATORY DEPERTAMENT >>

Alina V. Shevtsova – Vice-director for educational work.

STAFF:

Tetyana V. Sidorenko;
Yuliya G. Kosenko.

International relations in Sumy State University have developed during its existence and since 1991 become more systematic, when the Faculty for Work with Foreign Students was created on the bases of Preparatory Department for foreign citizens. Work on training specialists for foreign countries has started in December, 1991. The first students, who came to study in our University, were citizens of Palestine, Syria and Jordan. In April, 2009 the Faculty for Work with Foreign Students was reorganized and named the Department for International Education (DIE).

In 2010-2011 academic year more than 950 foreign students have begun studying in Sumy state University, in that number 85 students of the CIS studying at the daily department.

At present time in the University study students from more than 50 countries. As such as:

Australia, Europe (Albania, Greece, Germany, Norway, Turkey), Asia (Afghanistan, Bahrain, Yemen, India, Iraq, Iran, Jordan, China, Kuwaiti, Lebanon, Malaysia, Mongolia, Nepal, Pakistan, Palestine, Saudi, Arabia, Syria, Sri-Lanka), Africa (Algeria, Burkina-Faso, Ghana, Djibouti, Egypt, Zambia, Cameroon, Kenya, Congo, Cote dIvoire, Libya, Mauritius, Morocco, Nigeria, Somali, Sudan, Sierra-Leone, Tanzania, Tunisia, Uganda, Eritrea), CIS (Azerbaijan, Belarus, Georgia, Latvia, Moldova, Russia, Turkmenistan).

Sumy State University gives the opportunity for foreign students to study at the following specialities (B – Bachelor, JS – Junior Specialist, S – Specialist, M – Master):

Faculty of Jurisprudence Jurisprudence JS B
Humanitarian Faculty Journalism B S
Translation B S
Faculty of Economics and Management Finances B S
Economics of Enterprise B S
Management of Organizations * B S
Economics of Environment and Natural Resources
Marketing * B S
Business Administration
Project Management S
Management of innovation activity
Administrative Management
Faculty of Electronics and Information Technologies Computer Science * B S
Applied Mathematics B S
Information Technology of Design B S
Electronic Instruments and Devices B S
Electronic Systems B S
Physical and Biomedical Electronics * B S
Control and Automation Systems B S
Electro technical Systems of Power Consumption B S
Faculty of Technical Systems and Energy-effective Technologies Ecology and Environmental Protection B S
Applied Materials Engineering B S
Dynamics and Durability B S
Mechanical Engineering Technology B S
Metal cutting Machines and Instruments B S
Tool Manufacturing B S
Hydraulic and Pneumatic Machines B S
Equipment of Chemical Engineering and Enterprises of Building Materials B S
Compressors, Pneumatic and Vacuum Equipment B S
Refrigerating Compressors and Units B S
Quality, Standardization and Certification S
Power Management B S
Medical Institute General Medicine* S
* – specialities with the optional English language of instruction.

CONDITIONS OF ADMISSION TO SUMY STATE UNIVERSITY >>

Training at the University is held in Ukrainian, Russian and English languages. Training in English language was applied in 2004 for students of the Medical Faculty, in 2006 for students of the Faculty of Economics and Management, and in 2010 for students Faculty of Electronics and Information Technologies.

Since 2006 Sumy State University turned to educational process organization according to credit-module system with appraisal plan ESTC (European Credit Transfer System), which is one of the main stages of integration into European educational expenses that allow graduates of higher educational establishments to be competitive at the labour-market and decide a point concerning educational documents recognition.

Medical Institute of Sumy State University is included to the list of higher educational school of International Medical Educational Dictionary and Diplomas of graduates are certificated by Educational Commission for Foreign Medical Graduates (United States of America).

Since July 2009 Medical Institute of Sumy State University is included the list of higher educational institutions of AVICENNA Directories Database by World Health Organizations.

All specialities of the Faculty of Economics and Management are certificated by International Education Society Ltd (Great Britain). International certificate received after graduating from the university gives the opportunity to the bearer to achieve better results in job searching in the international and domestic job markets providing employers with relevant information, which is usually not included in a school report or another certificate.

Foreign students take an active part in scientific research. They present their results on scientific conference holding in the University or in other Ukrainian educational establishments and publish them in scientific journals. They can also apply for post-graduate studies.

The University supports a number of cross-cultural activities which allow students to become better acquainted with cultures of the colleagues they meet while studying at Sumy State University. Various national student associations (Nigerian, Tanzanian, Cameroonian, Arabian, etc.) actively cooperate with the University administration with the aim of helping their members to adapt to the new cultural and academic environment as quickly as possible, and make their staying in Ukraine comfortable and enriching for both sides.

THE ADDRESS OF THE DEPARTMENT FOR INTERNATIONAL EDUCATION

Ukraine, 40007
Sumy

Children Should Stay At School

Education is something necessary that everyone needs , education is like food , water or air. You need education in life , an educated person is far more comfortable with his life than uneducated person , this is because the educated person can get a job very easily , he also can get more salary, but if you look at the uneducated person who have left school or who has not completed his education he will have a very small chance in competing against the educated people who apply for the same job.

In the third world countries and in the developing countries such as Bangladesh and India , most children leave school before they complete their primary education or even sometimes they don’t go at all , this mainly because their families and their parents think that going to school is not as important as working on the streets , poor parents will tell their children to help them with their work or to find themselves a job to help rise the income of the family. You can see the scene of children working in factories , working in shops, going around the streets selling stuff and many other.

The families of these children thinking that by sending them to work in the streets they are going to make use of them and they are going to bring benefits for the family, but actually these parents and families who send their children to work before completing their secondary and primary education are only looking at the short-term benefits, ignoring the long-term benefits which are after those children complete their primary and secondary education they might have a chance of expanding their knowledge and gaining scholarship to universities , this ( completing their primary and secondary education) might get them a better chance of getting a job in future and it will also increase their pay and as everyone know a person who has a degree or even a diploma can easily get a job compare to someone who left school before completing his secondary education, so if you think of the long-term benefits for this child who stays at school and complete his education you will find that he will get a better life than the child who left school to help his family or to go and work on the streets, so for parents if you are considering the future of your child and if you care about his life and if you want to give him a better life than yours YOU SHOULD let him stay at school and complete his education.