Development of Emotional Intelligence in Readers of Primary School Age in Literary Reading Lessons

2021 ◽  
Vol 9 (1) ◽  
pp. 7-12
Author(s):  
L. Sil'chenkova
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Emotional Content ◽  
School Age ◽  
Literary Reading ◽  
Work Of Art ◽  
Primary Schoolchildren ◽  
The Subject ◽  
Methodological Approaches ◽  
Primary School Age

The article is devoted to the development by readers of primary school age of the emotional sphere of a work of art, through which one of the key modern competencies is formed - emotional intelligence. The author describes the possibilities of developing emotional intelligence in junior schoolchildren in the course of studying the subject “Literary reading”, which is carried out on the basis of their acquaintance with the psychology of children’s fiction. Psychologism is considered as an element of the artistic form of a work, with the help of which its meaning and ideological and emotional content are expressed. The methods of using psychologism in the literary and artistic text are characterized and, taking this into account, the methodological approaches to the development of full-fledged textual activity of primary schoolchildren are considered.

Development of Emotional Intelligence in Readers of Primary School Age in Literary Reading Lessons

2021 ◽  
pp. 14-16
Author(s):  
L. Sil'chenkova
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Emotional Content ◽  
School Age ◽  
Literary Reading ◽  
Work Of Art ◽  
Primary Schoolchildren ◽  
The Subject ◽  
Methodological Approaches ◽  
Primary School Age

The article is devoted to the development by readers of primary school age of the emotional sphere of a work of art, through which one of the key modern competencies is formed - emotional intelligence. The author describes the possibilities of developing emotional intelligence in junior schoolchildren in the course of studying the subject "Literary reading", which is carried out on the basis of their acquaintance with the psychology of children's fiction. Psychologism is considered as an element of the artistic form of a work, with the help of which its meaning and ideological and emotional content are expressed. The methods of using psychologism in the literary and artistic text are characterized and, taking this into account, the methodological approaches to the development of full-fledged textual activity of primary schoolchildren are considered.

Entertaining mathematics presented by steam educational approach in teaching preschool and primary school age children

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Vanya Ivanova ◽  
◽  
◽  
Keyword(s):  
Primary School ◽  
Educational Technologies ◽  
School Age Children ◽  
Mathematical Activity ◽  
School Age ◽  
Motivation To Learn ◽  
Educational Approach ◽  
The Subject ◽  
Primary School Age ◽  
Interest And Motivation

The subject of this article is to clarify the connection between entertainment in Math lessons and educational STEAM technologies, which have the potential to motivate and stimulate the interest of preschool and primary school age in Math and their cognitive logical - mathematical activity. The article discusses the STEAM approach in its essence and teaching Maths using this method. The article also presents some educational technologies in fun Math, which allow children to discover for themselves through the methods of experimentation, exploration and experience, and this acquired independence leads children to an increased interest and motivation to learn.

DEVELOPING THE EMOTIONAL INTELLIGENCE OF STUDENTS IN THE PROCESS OF MUSICAL ACTIVITY

2020 ◽  
Vol 1 (3) ◽  
pp. 53-60
Author(s):  
M. B. Gorbunova ◽  
◽  
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Emotional Development ◽  
Cognitive Activity ◽  
School Age ◽  
Instrumental Ensemble ◽  
Choral Singing ◽  
Musical Activity ◽  
Musical Perception ◽  
Primary School Age

The article is devoted to the problem of forming emotional intelligence as the most important component of a person’s success in social and personal terms. The necessity of developing emotional intelligence in primary school age is substantiated. The experience of musical activity is considered as a means of emotional development. The potential of various kinds of musical activity (musical perception, choral singing, instrumental ensemble music playing, musical creativity, musical educational and cognitive activity) for the development of children's emotional intelligence is revealed. The main types of tasks enriching the system of musical and didactic means and contributing to the improvement of emotional intelligence are characterized.

Experimental Method For Developing And Correcting Figurative Speech Among Visually Impaired Primary School Age Children

2020 ◽  
Vol 7 (2) ◽  
pp. 58-63
Author(s):  
Svitlana Fedorenko ◽  
Marina Polykovski
Keyword(s):  
Primary School ◽  
Experimental Method ◽  
Visually Impaired ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Primary Schoolchildren ◽  
Figurative Speech ◽  
Primary School Age ◽  
Impaired Children

The article presents special methodology for developing figurative speech, which has a compensatory value among primary schoolchildren, with reduced vision. The complexity of the figurative speech understanding process and the need for developing it among visually impaired children was specified by the scientists, Litvak (2006), Sineva (2008), Fedorenko (2015). The principles (general didactic, linguo-didactic, and special) and the main tasks for developing and correcting each figurative speech component among younger vision-impaired learners are defined as follows: cognitive (development of the visual-figurative basis of speech); emotional (the development of speech expressiveness and the emotional-sensory sphere) and creative-practical (formation of skills and abilities for using the exponents of imagery in speech proficiently, the development of skills for active work with words). The directions of correctional work for each figurative speech component are described. The results obtained by implementing the experimental method indicated positive dynamism in figurative speech development among younger vision-impaired learners in the experimental classes for all the components established in the experimental study, pointing to the effectiveness of the proposed work method on their formation and correction. It was stated that vision impaired children are able to understand and explain the essence of imagery expression, which is available to pupils of primary school age; expressively read and talk about their feelings and emotions from the read literary text; use the means of imagery in their own speech consciously and appropriately, with special pedagogical guidance.

How to Promote Inter-Ethnic Accord at Schools with Mixed Ethnic Composition of Students

10.12737/5974 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 10-14
Author(s):  
Белянкова ◽  
N. Belyankova
Keyword(s):  
Primary School ◽  
Effective Interaction ◽  
Ethnic Composition ◽  
School Age Children ◽  
Educational Institutions ◽  
School Age ◽  
Interethnic Relations ◽  
Methodological Approaches ◽  
The One ◽  
Primary School Age

The paper proposes methodological approaches for instilling the culture of interethnic relations in preschool- and primary school-age children, for establishing interethnic harmony and consent in a group of the same-age pupils of different nationalities. Also discussed are issues on how to maintain effective interaction between kindergarten and the primary school on the one hand, and the parents community on the other hand. Examples of practical activities of various educational institutions are provided.

scholarly journals METHODOLOGICAL APPROACHES TO THE DEVELOPMENT OF TOLERANT ATTITUDE OF STUDENTS IN PRIMARY SCHOOL

2020 ◽  
Vol 68 (4) ◽  
pp. 216-226
Author(s):  
M.S. Karakulovа ◽  
◽  
M.Zh. Sultanbek ◽  
A.S. Tazabekova ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Experience ◽  
Primary School Children ◽  
School Age ◽  
Formative Experiment ◽  
Dialogic Approach ◽  
Methodological Approaches ◽  
Methodological Principles ◽  
Primary School Age

The article presents a theoretical analysis and methodological approaches to the development of tolerant attitude of primary school children. The concept of «tolerant attitude» is classified into several groups. They are analyzed as: subjective-subjective; values of communication, personal experience of subjects; subjects of educational influence in the organizational approach as Dialogic activity. They are guided by the methodological principles of developing a tolerant attitude of younger students. These are: axiological approach, synergetic approach, social environment approach, Dialogic approach. The article analyzes the actions «recognition», «understanding», «perception» as a functional structure for the development of a tolerant attitude. The content of the program «Education of a culture of tolerance in children of primary school age» (grades 1-4) on the formative experiment is described. The rules for building a model of development of tolerant attitude in primary school children are proposed.

scholarly journals FORMATION OF THE COMMUNICATIVE SPEECH SKILLS FOR PRIMARY SCHOOL AGE CHILDREN IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 171-182
Author(s):  
Volodymyr Holub ◽  
Nadiia Holub
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Special Educational Needs ◽  
The World ◽  
The Subject ◽  
Primary School Age

The state of the problem under study in the psychological and methodological literature is analyzed in the article. The content of the definitions: “communicative skills”, “communicative-speech skills” and “communicative-speech development” has been clarified. The developmental features of communication and speech skills for primary school children in inclusive educational conditions are considered. The methodological techniques for the formation and development of communicative-speech skills in inclusive classes of elementary school are determined.Effective types of corrective assistance for children with special educational needs in the lessons of the subject “I explore the world”are the actualization of the motive of communicative action, the creation of emotional play situations, the organization of attention and increased speech control, and a decrease of the volume and the rate of work. For children of primary school age with special educational needs, long-term types of assistance are advisable for the formation of arbitrary forms of communication activity.In order to develop communicative speech skills, it is recommended to use in classrooms such methodological techniques as working with a terms dictionary, explaining the meaning of concepts, introducing new terms into one’s own statements, analyzing natural objects, composing stories on a given topic using the studied concepts.Organizational forms and methodological techniques for the formation of communicative speech skills are analyzed – a system of differentiated tasks, conversations based on illustrative material, role-playing games, group work, research projects, excursions, multimedia methods etc. The pedagogical conditions for the formation of communicative speech skills for primary school age children in inclusive classes at the lessons of the subject “I explore the world” are determined and characterized.In order to develop the communicative speech skills of schoolchildren studied in an inclusive learning environment, it is necessary to provide the early inclusion of primary schoolchildren with special educational needs in the process of systematic correctional and developmental work. Keywords: communicative speech skills, speech development, communicative speech development, inclusive education, inclusive class, special educational needs, pedagogical conditions, primary school age children, educational process.

scholarly journals MODERN APPROACHES TO THE FORMATION OF SELF-ESTEEM IN PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
O.V KOLESOVA ◽  
◽  
S.A ZAITSEVA ◽  
N.V ZAKHARYCHEV ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Self Esteem ◽  
Russian Language ◽  
Educational Activity ◽  
Primary School Children ◽  
School Age ◽  
Literary Reading ◽  
Educational Activities ◽  
Formative Stage ◽  
Primary School Age

The introduction of second generation standards is a significant innovation for the initial stage of education, the foundation of which is the achievement of qualitatively new educational results that affect the development of a harmonious personality. At the primary school age, the formation of educational activity as the leading one takes place, therefore, in our study, a special place is given to self-esteem. The article analyzes various approaches related to the study of self-esteem in domestic and foreign psychology and pedagogy, which made it possible to determine the basis of the experimental part of the study. The purpose of the article was to use the analysis of psychological, pedagogical and methodological literature to conduct a study of self-assessment in children of primary school age on the subjects "Russian language" and "Literary reading"; development and testing of a set of tasks and exercises aimed at forming self-esteem of younger students in educational activities. The empirical study involved 80 children aged 9-10 years from schools in Nizhny Novgorod and the Nizhny Novgorod region. The results of the ascertaining stage of the study showed that the majority of third graders have an overestimated (60%) or underestimated self-esteem (24%), 16% of students correspond to adequate self-esteem. The formative stage was realized in the lessons of the Russian language and literary reading. The complex considered techniques, exercises and tasks used in educational activities to form self-esteem in younger students. The effectiveness of the shaping influences was confirmed by the results of the control stage.

scholarly journals Development of moral and ethical qualities of primary schoolchildren through a reflective environment (through the example of mathematics and music lessons)

2020 ◽  
Vol 48 (6) ◽  
pp. 263-274
Author(s):  
Galina Yu. Kolycheva ◽  
◽  
Irina G. Kalinina ◽  
Svetlana Yu. Zavarina ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
General Education ◽  
Primary School ◽  
New Technologies ◽  
Educational Institution ◽  
Statistical Processing ◽  
School Age ◽  
Music Lessons ◽  
Primary Schoolchildren ◽  
Primary School Age

Introduction. The development of pedagogical science requires the introduction of new technologies, forms, and methods of influencing children’s microcommunity. At the present stage of social development, the need for moral and ethical education of the younger generation increasingly arises as the assimilation of external requirements for behavior in accordance with their own convictions, which are actively developing in primary school age. In this regard, it is relevant to study the possibilities of using the reflective environment in multidirectional mathematics and music lessons. The purpose of the study was to study the development of moral and ethical qualities as a result of the organization of a reflective environment at mathematics and music lessons for children of primary school age. Materials and methods. The experimental study was conducted from September 2016 to May 2020. The study was conducted in the Municipal Educational Institution “General Secondary School No. 22” and the Municipal Budgetary General Education Institution “General Secondary School No. 28” in Orekhovo-Zuevo, Moscow Region. Two hundred and twelve schoolchildren studying at these schools took part in the study. The χ2-Pearson statistical test was used for statistical processing. Results. The results obtained during the ascertaining stage of the experiment made it possible to identify and characterize a number of shortcomings in the cognitive, emotional, and behavioral components of the moral and ethical development of primary schoolchildren. In accordance with the need to develop moral and ethical qualities, an appropriate reflective environment was organized in the experimental classes of both schools. The development of moral and ethical qualities of primary schoolchildren through the reflective environment was successful, which is confirmed by statistically significant differences at the control stage of the experiment (χ2 = 42.27>χ20.05). Discussion of results and conclusion. The need for the formation of reflexive abilities in primary school age necessitates the creation of a special environment, the use of effective author’s techniques. It is advisable to include the use of reflective practice-oriented situations in the structure of mathematics and music lessons.

Development of Family Representations in Primary Schoolchildren

2020 ◽  
Vol 9 (3) ◽  
pp. 28-34
Author(s):  
Elena Golubeva
Keyword(s):  
Primary School ◽  
Research Method ◽  
Family Members ◽  
School Age ◽  
Age Group ◽  
Family Situation ◽  
Frequency Of Use ◽  
The Family ◽  
Primary Schoolchildren ◽  
Primary School Age

The article presents the results of a study of ideas about the family in primary schoolchildren of different ages. The respondents were 95 primary schoolchildren, students of the 2nd, 3rd and 4th grades of secondary schools. A free associative experiment was used as a research method. It was found that the content of the most common associations varies from one age group to another. During primary school age, the characteristic that children give to relationships between family members is transformed (“friendship” changes to “love”), the mention of “I” from the list of family members disappears, the frequency of use of generalizing categories (“relatives”, “kin”) increases. The results can be used by specialists working with children to assess the family situation in which the child grows, from the perspective of the experiences of the child.

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