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1

РОЗВИТОК ЕСТЕТИЧНИХ ПОЧУТТІВ У ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ ЯК ОСНОВА ФОРМУВАННЯ ЇХ ЕСТЕТИЧНОЇ КУЛЬТУРИ

100%
Грищенко Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 6(50)
53-59
EN
Personality without a high level of aesthetic culture cannot meet the needs of the society that claims to be a new historical identity. So, today it is raised the urgent question about the need for significant increase in aesthetic culture of the younger generation. Upbringing of aesthetic culture of modern pupils should go in the organic unity with the problem of combining humanitarian and science education in different types of educational institutions on the basis of cultural correspondence, humanization and aesthetics of the educational process. This combination can reduce the utilitarian idea in the public mind concerning spirituality. Spirituality of a personality is the expression of the individual forces of the human spirit that unites the ideals of Truth, Goodness, Beauty, Wisdom. The range of aesthetic feelings is great and varied as to its content, nature and detection of the stimuli (the objects of beauty) that cause them. Depending on the content of the objects of beauty and attitudes of a person to them there appear senses of beauty, high sense, tragic or comic. Each of these aesthetic feelings has its own peculiarities, is uniquely experienced, and requires moral and psychological culture. All these categories of aesthetic sense are of great value. They are more or less accessible to children of the primary school age, and therefore should be subject of their being brought up. Aesthetic education is the process of developing children’s aesthetic senses, aesthetic relationship to reality. One of the first steps in aesthetic education is to promote emotional tone that accompanies a sense of harmony. One must pick up such items of beauty that would cause not only vivid sensation, but positive emotional accompaniment, «joyful surprise». It is here where the first child’s echo appears to aesthetic beauty of perceived objects. Thorough fullness of detection of aesthetic relationship to reality is one of the main features of aesthetic culture. Of course, the aesthetic sense of a person can be broader and narrower. There are people who deeply perceive beauty in the sounds and colors and are barely sensitive to movements in harmony. Therefore, the leading task of aesthetic education of children of the primary school age is forming broad aesthetic culture, not the development of a single capability. Thus, we can state that the aesthetic sense is only possible in the presence of an adequate level of a sensible touch of culture, art direction of the cognitive activity, high moral development. The aesthetic sense acquires aesthetic content only with the development of sensory culture of a child as in the process of bringing up its realization on harmony in the phenomena of the surrounding reality they become of a certain value for a child on condition of the positive attitude to the objects.
2

ГЕНДЕРНА ОСВІТА В ПОЧАТКОВІЙ ШКОЛІ: ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ РЕАЛІЗАЦІЇ

86%
Павлущенко Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 3(47)
291-299
EN
The specified scientific investigation is done in order to examine and study the problems and prospects of real gender education in modern elementary school. The methods are presented such as psychological and pedagogical achievements: system-structural analysis, synthesis, comparison, classification, and summarization. The methodological principles considered as scientifically leading experts in the sphere of pedagogy in gender pedagogy for the introduction of gender component in education are: gender mainstreaming in the education of adolescents and seniors, training future professionals and gender education of the students, modern gender studies in pedagogy that is presented as specific technologies towards gender democracy in the sphere of educational space. The results of research and practical importance has given the perspective of presentation the problems acquiring practical signs of readiness for a new generation of gender education of the younger generation through proper education of the boys and girls, their focus on partnership and interchangeability in a family and social roles, which is possible only through the formation of gender in children consciousness. The definition of gender education is presented as a scientific ideology based on the principles of equality of the articles on critical examination of the relations between the sexes, which are socially constructed, constructed by society. This view is based on scientific reconstruction of these relations in each case, every social institution of the society. The article reveals the finding transformations in modern society as well as to establish the need for gender education perspective as a natural process that is associated with the changes leading ideologies regarding «special purpose articles» on their ideas about equality. The prospects for further research are due to far-reaching changes in the positions of the researchers on gender issues in pedagogy. Thus, gender education, meeting the requirements of a modern democratic society and the development of the law involves a departure from the concept of undoubted «innate sex differences between boys’ and girls’ education and the idea of innate gender roles», shifting the emphasis on the institutional context and environment context equitable interaction of gender relations.
3

НЕМАТЕРІАЛЬНА КУЛЬТУРНО-ІСТОРИЧНА СПАДЩИНА РЕГІОНУ ЯК ЕФЕКТИВНИЙ ЗАСІБ ФОРМУВАННЯ ХУДОЖНЬО-ЕСТЕТИЧНОГО СМАКУ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ

86%
Блудова Ю.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 2(56)
115-123
EN
Aesthetic education and formation of artistic and aesthetic taste is important for personal development and for strengthening the role of the aesthetic values of the cultural heritage of carriers. The acquisition by the younger generation of social experience of human existence with the development of the spiritual, highly moral, aesthetic values of culture involves the mastery of the world and folk art, and the development of a sense of beauty, the ability to understand and appreciate the work of art is regarded as one of the objectives of the national educational system. Approaches to aesthetic education and formation of artistic and aesthetic taste need such forms and methods that are the most actively attracted to sources of regional culture. The most effective basis, in our opinion, is a study of the intangible cultural heritage, because it combines artistic heritage, folk art, family and the whole people traditions, folklore, folk treasure, poetic creativity, choreographic art, etc. Cultural and historical heritage of the region that accumulates a huge historical, spiritual, aesthetic experience, is extremely important for the development of artistic and aesthetic culture, education of the senses, formation of the artistic and aesthetic taste, culture, life, work, human relationships. Thus the values inherent in it, is a unique, proven age-old wisdom. Intangible cultural and historical heritage of the region is an effective form of artistic and aesthetic taste of children of primary school age. For intangible heritage include the language, folklore, folk music, folk choreographic art. Only enriching spirituality, learning language, folklore, art and values of cultural and historical traditions of his people, the child can appreciate human values and spiritual achievements of other nations. Therefore, in the school system in the educational process there should be implemented a series of effective forms and methods of the study of the regional cultural heritage for the formation of artistic and aesthetic taste of pupils at folk traditions, art, cultural and historical achievements of the region as the most valuable thing for centuries formed wisdom and culture of the people, should be part of the system of upbringing and education of the modern school.
4
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Adaptace Walker-McConnellovy stupnice sociální kompetence a školní přizpůsobivosti do českého prostředí

72%
Tetourová T., Děchtěrenko F., Lukavský J., Frombergerová A., Brom C.
E-psychologie (E-psychology)
|
2023
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vol. 17
|
issue 3
15-34
EN
There are insufficient suitable methods for assessing pupils’ social competence in the Czech Republic. The study aims to verify the psychometric properties of the instrument called The Walker-McConnell Scale of Social Competence and School Adjustment and initiate the process of adapting it to the Czech environment. The instrument is intended for teachers (or other teaching staff) who record their observations of the frequency of pupils’ given manifestations of social behaviour. The scale was answered by 15 class teachers and 15 teaching assistants who completed it for 307 pupils attending grades 1 to 5 from 15 different classes, with one class teacher and one teaching assistant from each class. Inter-rater agreement and confirmatory factor analysis were computed, revealing a low fit of the original instrument to the data. For that reason, the original version was modified, and a reduced version of the scale was created while preserving the original subscales. A limitation of the study is the fact that the full validation of the instrument was not conducted. The subsequent step in the validation process is verifying the instrument’s validity by another diagnostic method. The instrument is intended for use in school counselling practice.
CS
V České republice je nedostatek vhodných nástrojů pro posouzení sociálních kompetencí žáků. Cílem předložené studie bylo ověřit psychometrické charakteristiky zahraničního nástroje zvaného Walker-McConnellova stupnice sociální kompetence a školní přizpůsobivosti a podniknout tak první kroky k jeho adaptaci do českého prostředí. Nástroj je určený pro učitele (či další pedagogické pracovníky), kteří zaznamenávají své pozorování frekvence daných projevů sociálního chování u jednotlivých žáků. Stupnici vyplnilo 15 třídních učitelů a 15 asistentů pedagoga za celkem 307 žáků 1. až 5. ročníku z 15 tříd, přičemž se jednalo vždy o jednoho třídního učitele a jednoho asistenta pedagoga z každé třídy. Byla provedena analýza shody hodnotitelů a konfirmační faktorová analýza, která odhalila nízkou shodu původního nástroje s daty. Z tohoto důvodu byla původní verze stupnice modifikována a vytvořena zkrácená verze stupnice za zachování původních subškál. Limitem studie je skutečnost, že neproběhla plná validace stupnice. Navazujícím krokem ve validaci stupnice je ověření platnosti nástroje alternativní diagnostickou metodou. Nástroj je zamýšlen pro využití ve školní poradenské praxi.
5

ПІДВИЩЕННЯ РІВНЯ ФІЗИЧНОЇ ПІДГОТОВЛЕНОСТІ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ НА ОСНОВІ ВИКОРИСТАННЯ ІНДИВІДУАЛЬНИХ ЗАВДАНЬ

72%
Гвоздецька С., Рибалко П., Прокопова Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 1(55)
197-204
EN
The article presents the results of a study on the use of individual tasks with children of primary school age in the conditions of independent work at home. The purpose of this article is to develop and experimentally validate a methodology for the use of individual tasks in terms of independent work at home, aimed at improving physical fitness of children of primary school age. Practical value of the work consists in development of methods of using individual tasks in physical education of children of primary school age in conditions of independent work at home, which can be applied in the process of extracurricular work in physical education of children as individual homework, according to the new curriculum for physical education. The study is based on generally accepted concepts of leading scientists in the field of physical education and sport. Research methods are: analysis and generalization of literary sources, physical fitness testing, and methods of mathematical statistics. The studies revealed that the level of physical preparedness of junior pupils is low. Considering the data obtained, we developed a technique of using individual tasks in terms of independent work at home, aimed at increasing the level of physical preparedness of children of primary school age. Experimental results proved the effectiveness of our proposed method for increasing the level of physical preparedness of junior pupils. The results of the experimental studies indicate that the proposed experimental method is a reliable means of improving physical fitness of children of this age and can be used in secondary schools as a procedure of individual homework assignments, according to the new curriculum for physical education. Further studies involve the development and experimental substantiation of the method of individual tasks usage in conditions of independent work at home to enhance physical fitness level of children of secondary school age.
6

Psychologiczne uwarunkowania wychowania moralnego dzieci w młodszym wieku szkolnym

72%
Łysiuk L.
Roczniki Teologiczne
|
2019
|
vol. 66
|
issue 10: Nauki o rodzinie
35-48
PL
Celem artykułu jest usystematyzowanie teoretycznych i empirycznych danych, dotyczących psychologicznych uwarunkowań wychowania moralności dzieci w młodszym wieku szkolnym. Zakłada się, że moralność ujawnia się w sytuacjach, gdy należy uwzględniać potrzeby i prawa drugiego człowieka, i występuje jako system samoregulacji dokonania wyboru między zachowaniem moralnie pożądanym a zachowaniem przekraczającym normę moralną. Każdy etap rozwoju dziecka został scharakteryzowany specyficznymi społecznymi interakcjami, warunkującymi kształtowanie pewnych struktur samoregulacji moralnej. Nowe warunki życia szkolnego powodują pogłębienie poznania rzeczywistości moralnej oraz wpływają na rozwój tożsamości moralnej. Zgodnie z wymienionymi właściwościami rozwoju moralności zostały wyodrębnione merytoryczne aspekty całościowego procesu wychowania w młodszym wieku szkolnym. Po pierwsze są to oddziaływania skierowane na kształcenie każdego z wydzielonych elementów systemu samoregulacji moralnej (wiedza moralna, tożsamość moralna, oceny moralne, empatia i in.). Druga kategoria oddziaływań odnosi się do realnych sytuacji, gdy dziecko jest podmiotem lub przedmiotem czynności moralnych. Właściwości sytuacji o charakterze moralnym uwarunkują cele wychowawcze oraz system oddziaływań skierowane na wspieranie rozwoju moralności dzieci.
EN
The aim of the article is to systematize theoretical and empirical data concerning psychological determinants of children moral education at primary school age. It is assumed that morality appears in situations when one should take into account needs and rights of another person and acts as a system of self-regulation to choose between morally desirable behavior and behavior beyond moral norm. Each stage of child’s development has been characterized by specific social interactions, determined formation of certain structures of moral self-regulation. New school life conditions cause deepening of moral reality learning and influence moral identity development. According to the mentioned features of morality development, substantive aspects of the overall process of upbringing at a primary school age were identified. First of all, impacts directed at the separate elements of moral self-regulation system formation (moral knowledge, moral identity, moral assessments, empathy and others). Second, czostajategory of interactions refers to real situations when child is a subject or object of moral activities. Features of moral situation determine educational goals and system of influences aimed at supporting children’s morality development.
7
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Zloději nebo strašidla : čeho se bojí české děti?

58%
Brummer M., Valentová H.
E-psychologie (E-psychology)
|
2019
|
vol. 13
|
issue 3
1-24
EN
The research is dealing with content of children‘s fear in the period between pre-school and middle school age. In the scope of a longitudinal study it focuses on the intensity of fears from predetermined objects, their change in time and differences according to the gender. The research is divided in two phases. In the first phase, the intensity of fears was investigated within 40 children from nursery schools and 39 children from second classes of primary school. In the second phase, the investigation was replicated in the same groups after two years. The study presents basic information about the forms of fear in the above-mentioned period, presents data about changes in the representation of fears in the child's mind, mentions direct intensities of fears from the individual objects and sets them into relations between current domestic and foreign literature.
CS
Výzkum se zabývá obsahem strachů u dětí v období mezi předškolním a středním školním věkem. V rámci longitudinální studie zjišťuje intenzitu strachů z předem určených objektů, jejich proměnu v čase a rozdíly v závislosti na pohlaví. Výzkum je rozdělen na dvě fáze. V první fázi byly zjišťovány intenzity strachů u 40 dětí z mateřských škol a 39 dětí z druhých tříd základní školy. V druhé fázi bylo šetření replikováno u stejných skupin po dvouletém odstupu. Studie prezentuje základní informace o podobách strachu ve výše uvedeném období, předkládá data o proměnách reprezentací strachů v dětských představách, uvádí přímé intenzity strachů z jednotlivých objektů a zasazuje je do vztahů se současnou tuzemskou i zahraniční literaturou.
8
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Взаимосвязь креативности и особенности среды развития у детей 6-7 лет

58%
Левитова Д. Ю.
Psychologiczne Zeszyty Naukowe
|
2018
|
issue 2
39-52
RU
Статья описывает исследование особенностей креативности и факторов среды развития учащихся первых классов. Рассматриваются факторы внеурочной деятельности ребенка и его отношений с семьей. Исследование проводилось на базе образовательных учреждений города Санкт-Петербург в 2018 году.
PL
w artykule przedstawiono wyniki badania związku kreatywności z cechami środowiska rozwoju uczniów pierwszej klasy szkoły podstawowej. Rozpatrywane są czynniki aktywności pozalekcyjnej dzieci oraz relacje z rodzicami. Badanie przeprowadzono w placówkach edukacyjnych Sankt-Petersburga w 2018 roku.
EN
The article is devoted to the research of creativity and environmental factors of development in pupils aged 6-7. Factors of extracurricular activity of children and their relations with the family are considered. The research was conducted on the basis of schools in St. Petersburg, 2018.
9

The Dynamics of Relations between Ideal and Real Self of Primary School Children and Adolescents in the Context of their Personal Efficiency

58%
Iavorska-Vietrova I.
Roczniki Teologiczne
|
2018
|
vol. 65
|
issue 10: Nauki o rodzinie
197-208
EN
The article analyzes the research of the real and ideal self-images of pupils having different levels of personal effectiveness at the time of their transition from primary school age to adolescence. There are five category groups with which pupils describe the “successful pupil” image: generalized characteristics; acting and behavioural characteristics; personality traits (this category can be divided into two subgroups: 1) a person as a learning agent, the treats important for learning activity implementation; 2) a person's traits characterizing him/her as a human being); relationships with other people, other characteristics. The ideal self-image peculiarities are determined and compared, in dynamics, with real self-images of 3rd-6th grade pupils depending on their personal effectiveness. The research results give grounds to assert that the self-knowledge of primary schoolchildren has the form of self-perception and self-observation that are basis for creation of ideas about themselves; such ideas consist mostly of single images in specific situations. In contrast, at the beginning of adolescence, self-study and self-reflection become very important, which is a prerequisite for holistic, generalized self-image formation.
PL
Niniejszy artykuł analizuje wyniki badań nad „ja-realnym” i „ja-idealnym” wśród uczniów o różnym poziomie własnej skuteczności w grupie w okresie przejścia z poziomu szkoły podstawowej do gimnazjum. Stwierdzono istnienie pięciu kategorii, poprzez które uczniowie postrzegają obraz „idealnego ucznia”: 1) ogólne cechy; 2) charakterystyka aktywności i zachowania; 3) cechy osobowości (kategoria ta została podzielona na dwie podgrupy: a) cechy indywidualne ucznia ważne dla realizacji aktywności uczniowskiej; b) cechy osobowości charakteryzujące podmiot jako osobę; 4) relacje z innymi ludźmi oraz 5) inne cechy. Ustalono specyfikę obrazu „ja-idealnego” oraz jego korelację z obrazem „ja-realnym” wśród uczniów klas od 3 do 6, w zależności od poziomu ich poczucia własnej skuteczności. Wyniki badania dają podstawy, by twierdzić, iż samopoznanie wśród uczniów szkoły podstawowej występuje głównie w postaci samoobserwacji i w mniejszym stopniu introspekcji, opierając się na pojedynczych obrazach siebie w określonych sytuacjach. Natomiast uczniowie starsi, będący w okresie dorastania, swój ogólny obraz siebie oraz własną samoocenę kształtują głównie na podstawie procesów introspekcji i autorefleksji, które stanowią główne mechanizmy pozwalające na stworzenie całościowego, uogólnionego obrazu siebie.
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