<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gabriel Gorghiu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FROM EDUCATION TO LIGHTNESS OF MIND</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive development</style></keyword><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">effective education</style></keyword><keyword><style  face="normal" font="default" size="100%">intellectual development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4499554</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Have you ever considered examining the connection between the educational process and the intellectual effort necessary for cognitive development? An interesting topic proposed to take a closer look at. More specifically, to see how education represents a whole complex of brain training, but also to identify the types of cognitive effort involved in this process, as well as how the character of the educable is shaped! On the other hand, an example is provided of how the process of simplification (usually a rather complicated endeavor) can lead to a shallowness of mind. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">278-281</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Olga Logashenko</style></author><author><style face="normal" font="default" size="100%">Tatyana Shaposhnikova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INFLUENCE OF PSYCHO-PEDAGOGICAL SUPPORT ON LEARNING EFFICIENCY AND EDUCATION OF STUDENTS AT TECHNOLOGICAL UNIVERSITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">analyticity of thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">intellectual development</style></keyword><keyword><style  face="normal" font="default" size="100%">psycho-pedagogical support</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594313</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">26</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the given work the problem of training and education of students at higher technological schools in the context of the personal formation of a future expert – technologist under the influence of psycho-pedagogical support (PPS) is investigated. The basic criteria confirming the efficiency of PPS helped us to choose the following indicators of cognitive and personal development: thinking, intelligence, impulsiveness and morals.
 The primary PPS goals of training and education of students at higher technological school were: application of pedagogical diagnosis; use of various methods of education; consideration of merits and abilities of students; formation of a positive self-appraisal; training of the self-stimulation positive behavior technique.
 To solve the highlighted problems the following methods have been applied: the organization and holding of conversations and seminars on self-education within the limits of the developing at the university system of students’ moral education; holding some lectures on psychology and pedagogics for strengthening the liberal-moral component of vocational training; the socio-psychological training directed on the formation of communicative skills, the development of abilities to come into contact with associates, helping to remove the internal barriers, disturbing the effective interaction but promoting the consciousness of personal qualities; the self-reports of students stimulating internal activity and work of consciousness.
 The efficiency of PPS influence on training and education of students at the higher technological school is confirmed by the fact that students have increased their analyticity of thinking, have raised their IQ level while impulsiveness has decreased and the indicator of good manners has improved.
 The presented PPS model is a part of the innovative system of psycho-pedagogical support of vocational training of students at higher school that we have been developing throughout a number of years. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">132-141</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Peter  Odera</style></author><author><style face="normal" font="default" size="100%">Rossette K.  Murigande</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A STUDY OF INVOLVEMENT OF CAREGIVERS IN CHILDREN’S PLAY IN KIGALI, RWANDA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">emotional development</style></keyword><keyword><style  face="normal" font="default" size="100%">formal education</style></keyword><keyword><style  face="normal" font="default" size="100%">intellectual development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594307</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">26</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper was based on survey research design that aimed at examining caregivers’ involvement in children’s play in Rwanda. Random sampling technique was used to sample out 89 respondents from 4 different locations. The sample of the study included 40 caregivers, 40 children and 9 social workers in Compassion assisted projects. Compassion is non profit making organization. Data was collected through interview schedules and observation. The findings revealed that the most important variables that influence the perceptions of caregivers were the age of children and education background of caregivers. Majority of caregivers were more favourable to children’s play, especially those children at a younger age. However, caregivers reported that as children grow older, they should take domestic chores and school work seriously rather than spending time in play. The more caregiver had formal education, the higher the likelihood that one would have a positive attitude toward children’s play. Besides, the gender of children, age and also, the gender of caregivers were found to be less significant factors. This study has concluded that the more caregivers were knowledgeable on the importance of play, the more they were willing to facilitate children’s play and the more they actively encouraged children to participate in play.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">90-102</style></section></record></records></xml>