scholarly journals Formation of the foundations of ecological culture among preschoolers by means of art

2021 ◽  
Vol 311 ◽  
pp. 02007
Author(s):  
O. P. Radynova ◽  
I. V. Gruzdova ◽  
I. A. Korsakova
Keyword(s):  
Preschool Children ◽  
Natural History ◽  
Emotional Responsiveness ◽  
Works Of Art ◽  
Mechanisms Of Formation ◽  
Native Nature ◽  
Ecological Culture

The article reveals the problem of forming the foundations of ecological culture in preschool children by means of musical art. Formation of the foundations of ecological culture occurs not only on the basis of accumulation of natural history knowledge, in preschool childhood this process proceeds more efficiently if it is based on sensory cognition of the beauty and harmony of nature, the motives of a respectful attitude towards nature crystallize in the experience of emotional and value experiences. The article authors consider the mechanisms of formation of a child’s ecological culture in the process of perceiving the artistic and figurative content of music. Sensual experience as the basis of cognition in art makes it possible to form a system of value experiences, including those associated with the child’s attitude to animate and inanimate nature. Emotional responsiveness to the beauty of music, works of art reflecting images of nature is associated with responsiveness in life. The need to protect, preserve and increase the wealth of native nature can be brought up in the experience of communicating with music, if the child experiences the content of the musical image as a personally significant event.

scholarly journals Use of works of art in the development of emotional intelligence preschool children

2021 ◽  
Vol 52 (4) ◽  
pp. 327-342
Author(s):  
Vladimir A. Chernobrovkin ◽  
◽  
Diana V. Tupikina ◽  
Yulia V. Karlova ◽  
Ekaterina V. Yakovleva ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Emotional Disorders ◽  
Fairy Tales ◽  
Social Order ◽  
Fairy Tale ◽  
Preschool Education ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Works Of Art

Introduction. At the present stage, the expansion of the range of interests of preschool children is a social order of society for the preschool education system. One of the important tasks of modern education is the development of various forms of personal activity of children, including the development of emotional intelligence. Modern pedagogy faces many problems of a psychological nature. One of the most relevant is the low level of emotional intelligence development. In pedagogical practice, certain difficulties of interaction with preschoolers through the emotional-volitional sphere are noted: features of internal experiences and their influence on the behavioral sphere; a vivid expression of the emotional response; emotional disorders in the form of increased anxiety and fatigue; lack of formation of empathy and empathy; unjustified feelings of fear, etc. Materials and methods. To collect the results, we used theoretical and empirical methods: pedagogical diagnostics, observation, questionnaires, and statistical processing of the research results (Pearson's chi-squared test). The study involved teachers, masters, bachelors of the Nosov Magnitogorsk State Technical University (Russian Federation), as well as children (N = 139), parents, teachers and heads of educational organizations. The results of the study. The program was created and tested for the development of emotional intelligence using works of art, including game-fairy tales, exercises, sketches on fairy-tale plots, and advisory material; in creating and conducting generalizing diagnostics for the development of emotional intelligence, identifying new forms of educational activities and components of the educational process. The study conducted using the chi-square test showed statistical differences (p < 0,05) in the results of the diagnostic data of the ascertaining and control stages, which confirms the effectiveness of the development of emotional intelligence of preschoolers by means of artistic works and methods of fairy-tale therapy. In conclusion, the ways to optimize and solve the problems are outlined.

“The-World-Around-Us” Lesson in the Fourth Grade: “Poisonous Animals. Poisonous Mushrooms”

2021 ◽  
pp. 43-46
Author(s):  
V. Nikol'skaya
Keyword(s):  
Natural History ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Visual Material ◽  
Training Course ◽  
Problem Situations ◽  
Works Of Art ◽  
The World ◽  
Poisonous Mushrooms ◽  
Poisonous Animals

The article discusses the structure and methodology of conducting a lesson with fourth-graders on the natural history topic “Poisonous animals. Poisonous Mushrooms “within the framework of mastering the content of the training course “The-World-Around-Us”. The teacher implements the set goals of the lesson on the basis of the use of problem situations, comparison of drawings with the corresponding texts, the widespread use of visual material and works of art. Simultaneously with the expansion of knowledge about poisonous animals and mushrooms, younger schoolchildren develop ideas about the

scholarly journals Dzieło M.B. Valentiniego Museum museorum i inne publikacje muzeograficzne z gdańskich księgozbiorów oraz ich znaczenie w kształtowaniu zbiorów przyrodniczych i artystycznych w XVII i XVIII wieku

2021 ◽  
Vol 27 ◽  
pp. 131-167
Author(s):  
Antoni Romuald Chodyński
Keyword(s):  
Natural History ◽  
New World ◽  
17Th Century ◽  
Previous Knowledge ◽  
Frankfurt Am Main ◽  
Surrounding World ◽  
Works Of Art ◽  
The Alps ◽  
Research Objects ◽  
Clear Increase

The work of M.B. Valentini “Museum museorum” and other museographical publications from the Gdańsk book collections and their significance in the formation of the natural history collections in the 17th and 18th centuries After 1700 we observe a clear increase in the number of conscious collectors gathering works of art, naturalia and various curiosities – mirabilia, typical of many Baroque “chambers” (Kammer) that were created by collectors during the previous, 17th century. Michael Bernhard Valentini (1657–1729), court physician at the court of the Landgrave of Hessen, published a compendium of encyclopaedic knowledge, a work for academic collectors of natural history specimens, entitled Museum museorum (Vol. I–II, Frankfurt am Main 1704–1714). Valentini provided information about various noteworthy things found in the Old and New World as well as in Asia (India), sometimes exceeding the limits of previous knowledge, both for researchers and collectors. Valentini’s work may be seen as evidence of a real collector’s fever, directed not only at all kinds of rare and curious things (curiosities) but also research objects collected for study purposes, especially in countries north of the Alps (e.g. natural amber and amber with insect inclusions). This German author recommended in his proposed programme for the creation of an ideal modern museum that objects should be arranged into groups, for example naturalia and artificialia and then divided into more detailed subgroups in order to make them more visible and their content more comprehensible, therefore enriching the knowledge of the surrounding world.

Stone disease

2013 ◽  
pp. 427-490
Author(s):  
John Reynard ◽  
Simon Brewster ◽  
Suzanne Biers
Keyword(s):  
Natural History ◽  
Kidney Stones ◽  
Kidney Stone ◽  
Watchful Waiting ◽  
Treatment Options ◽  
Stone Disease ◽  
Mechanisms Of Formation ◽  
Stone Former ◽  
Stone Treatment ◽  
History Of

Kidney stones: epidemiology 428 Kidney stones: types and predisposing factors 432 Kidney stones: mechanisms of formation 434 Factors predisposing to specific stone types 436 Evaluation of the stone former 440 Kidney stones: presentation and diagnosis 442 Kidney stone treatment options: watchful waiting and the natural history of stones ...

Picture Lessons

2018 ◽  
Author(s):  
Sarah Anne Carter
Keyword(s):  
Natural History ◽  
Classroom Instruction ◽  
Trompe L'oeil ◽  
Teaching Aids ◽  
Works Of Art ◽  
Object Lessons ◽  
The Subject ◽  
Material Things ◽  
Combined Images ◽  
Information Objects

Chapter 3 considers different variations of object lessons, particularly object lessons on pictures and lessons that address the relationships between objects and pictures in the classroom. Picture lessons raise epistemological questions about the kind of information objects and images may transmit and suggest strategies that were employed to teach children how to interpret images. The methods were applied to hybrid object pictures, teaching aids that combined images with material things, and images designed for classroom instruction, covering topics like the trades and natural history. Works of art not necessarily created to be the subject of object lessons, like genre scenes and trompe l’oeil paintings, could also be used, offering new ways to think about the art historical possibilities of these categories more broadly. The first three chapters provide an overview of the ways object lessons and object teaching more generally were implemented in US schools.

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