scholarly journals MOTIVATIONAL FUNCTION OF THE PRIMARY SCHOOL TEXTBOOKS

2021 ◽  
Vol 1 (1) ◽  
pp. 153-161
Author(s):  
NADIIA VASYLKIVSKA
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Real Life ◽  
Natural World ◽  
Third Graders ◽  
Textbook Analysis ◽  
Educational Materials ◽  
Literary Genres ◽  
Young Learners ◽  
Component Representation

The problem of creating a new generation textbook and the implementation of the motivational function in primary school textbooks has been substantiated. The motivational function is characterized as a leading one for the textbooks. The recent publications on the discussed issue have been analyzed. The article emphasizes the importance of the textbook analysis techniques for strengthening its motivational function. The technique of the motivational component representation in the Ukrainian language textbooks for the third grade has been described. The textbook analysis has been carried out considering the following components of the motivational function of the primary school textbooks: the emotional content of educational materials, the ways of its didactic organization, the design of the textbooks. Analyzing the content of the textbooks, the author has taken into account the cognitive interests of young learners and the content characteristics of the materials. Considering the cognitive interests of students means that the textbook contains interesting cognitive materials, various literary genres, topics important for third-graders. The analysis of the subject content with the most interesting information for young learners draws attention to the presence of developmental texts (scientific facts in biology, geography, history, ecology, Ukrainian language, etc.) real life situations, facts from today’s reality; local lore materials; folk works; interesting tasks; famous people’s quotations; elements of humor etc. The presence of various literary genres in the textbook (articles, stories, poems, fairy tales, legends, songs, works of small folklore forms, etc.) has been analyzed. Topics significant for third-graders (changes in natural world, history of the local area, human relationships, stories about famous people, scientific travels, discoveries, life abroad, children’s dreams and hobbies, healthy lifestyle etc) have been analyzed. The author also takes into consideration semantic characteristics of the materials (value, accessibility, curiosity, emotionality). The analysis of the ways of didactic organization of educational materials takes into account the availability of practical tasks, didactic games, tasks involving emotional and evaluative activities, developmental tools, interactive teaching methods, the way of presenting the materials. The design of the textbook has been analyzed in terms of keeping to hygienic requirements, aesthetic and didactic criteria of the decoration. The research has contributed to identifying new possible problems that deserve special study, in particular, the problem of application of emotional and artistic materials in textbooks.

scholarly journals PECULIARITIES OF A READING OUT-OF-SCHOOL HOURS LESSON OF «READER’S DIARY DEFENSE» IN THE PRIMARY SCHOOL /ON THE BASIS OF FAIRY-TALES

2021 ◽  
Vol 1 (194) ◽  
pp. 172-176
Author(s):  
Svitlana Fedotova ◽  
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Real Life ◽  
Creative Imagination ◽  
School Students ◽  
The Real ◽  
Brothers Grimm ◽  
Efficient Type ◽  
Out Of School

The peculiarities of a reading at out-of-school hours «defense of a reader’s diary» lesson in the primary school are being considered in the given article on the material of some folk and literary fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen. A lesson-defense of a reader’s diary is a lesson, based on the work in small groups. It is constructed by means of a self-questioning method according to the material of the fairy-tales, which have been read, and by means of the assessment of other students’ work. A lesson-defense of the reader’s diary is an extremely interesting and efficient type of work, aimed at the development of critical thinking, children’s creative imagination, forming their independent and conscious reading. In advance (a month earlier) the students are given a task, for example, to read some Ukrainian folk fairy-tales of the fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen and to fill in independently the following columns of a reader’s diary: 1) a column «Author»; 2) a column «Title of the work {a collection, a fairy-tale}; 3) a column «Characters of the fairy-tale»; 4) a column «Questions to the text»; 5) a column «Tricky» questions. The questions to the text presuppose three levels: The questions of the first level begin with the words: Who? What? Where? When? How? Which? These are the questions, aimed at giving some information about who the main character is, where the action is taking place, when the action is taking place. The questions of the second level are aimed at the causal relationships and that is why they begin with the word: Why? The questions of the third level are aimed at clarification of the meaning of the words and expressions, which are difficult for understanding. Forming «tricky questions» is a creative task for the primary school students. «Tricky» questions are the questions aimed at prognostication of the character’s further fate or the further possible development of the events of the fairy-tale’s plot. The readers can create some interesting and wise «tricky» questions, if they compare the logics of a fairy-tale and the logics of the real life. In the process of work at the reader’s diary and its defense the students can consciously and deeply comprehend the content of a tale, think over the fairy tale’s logics, compare it with the real life logics. That would form their attention and instill love to the magic world and word of a fairy-tale.

scholarly journals Books as a means for stimulating language development of junior primary-school students

2007 ◽  
Vol 39 (1) ◽  
pp. 134-147 ◽  
Author(s):  
Vera Kovacevic-Gavrilovic ◽  
Nikoleta Stevovic
Keyword(s):  
Short Stories ◽  
Primary School ◽  
Fairy Tales ◽  
Free Choice ◽  
Primary School Students ◽  
School Students ◽  
New Words ◽  
Fourth Grade Students ◽  
Junior Students ◽  
Linguistic Material

The importance of the use of diversified literature for enhancing speech culture in school is recognized and highlighted in Serbian language teaching. In order to find out what selections of literature junior students make and whether free choice of literature results in acquisition of verbal contents and development of verbal expressiveness, we examined the retelling of a previously read text, since this form of verbal behavior is predominantly used for developing students? verbal expressiveness in primary school. The study was conducted on a sample comprising the first, second, third, and fourth grade students of an urban primary school (30 respondents in each group, total = 120). The aim was to register, during the students? retelling, the number and the production of newly acquired words and the correctness of the sentences used. The linguistic material used in the research contained fairy tales, fables, short stories and books that children had spontaneously selected. The analysis showed that books are a useful tool for enhancing both vocabulary expansion and elaboration of sentence structures. When analyzing the results of this type the distinction must be made between the attainment of students who only reproduce expressions and structures and those who productively use new words and structures. .

scholarly journals EFFECT OF MODERN TEACHING METHODS AND NEW EDUCATIONAL TECHNOLOGIES ON THE CREATION OF EDUCATIONAL MATERIALS AND THE FORMATION OF TEACHING AND EDUCATIONAL COMPLEXES “KINDERGARTEN – PRIMARY SCHOOL”

2020 ◽  
Vol 12 (2) ◽  
pp. 59-65
Author(s):  
ОLHA HOMON
Keyword(s):  
General Education ◽  
Primary School ◽  
Teaching Methods ◽  
Educational Technologies ◽  
Elementary Grades ◽  
Structural Elements ◽  
Educational Facilities ◽  
Educational Materials ◽  
School Network ◽  
Demographic Fluctuations

On the basis of use of modern research methods, the requirements for designing new types of teaching and educational complexes “Kindergarten – Primary School” were determined. It was established that the form and methods of kindergarten education have a certain analogy with the education in the first grades of primary school, which is one of the factors of feasibility of blocking and cooperation of the senior kindergarten groups with the elementary grades of general education schools and the formation of teaching and educational complexes on this basis, which enables receptiveness to demographic fluctuations and, if necessary, change of the function of kindergarten to the function of primary school, and vice versa – the flexibility and multivariance of the teaching environment is one of main conceptual provisions in building of network and typology of educational facilities at the present stage, on the basis of which the structural elements of school network in massive restrained urban development are formed.

scholarly journals “It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

2016 ◽  
Vol 18 (1) ◽  
pp. 116 ◽  
Author(s):  
Eleni Korosidou ◽  
Eleni Griva
Keyword(s):  
Primary School ◽  
English Language ◽  
Project Evaluation ◽  
Target Language ◽  
Integrated Learning ◽  
School Grade ◽  
Young Learners ◽  
The Core ◽  
Teaching Context ◽  
Content Development

This paper presents the design, implementation and evaluation of a  project entitled "It's the same world through different eyes", which was based on the principles of Content and Language Integrated  Learning (CLIL) approach  and  was piloted with 4th primary school grade students. More specifically, we employed a dual-focused approach, focusing equally on English language and content development. For the purpose of the project, we designed a mini-syllabus with the stories being at the core of the design. The objectives of the project were to: a) develop the students’ skills in EFL, b) develop their sensitivity towards diversity, c)enhance their citizenship awareness. Students were provided with opportunities to express themselves verbally and non-verbally, and participate in a variety of creative activities in a multimodal teaching context. The findings of project evaluation indicated students’ improvement regarding both their receptive and productive skills in the target language, and the development of children’s citizenship awareness and their sensitivity towards diversity.

scholarly journals Let’s do the Math… About Creativity and Mathematical Reasoning: A Correlational Study in Primary School Children

2021 ◽  
Author(s):  
Maria Elide Vanutelli ◽  
Giulia Pirovano ◽  
Chiara Esposto ◽  
Claudio Lucchiari
Keyword(s):  
Primary School ◽  
Creative Thinking ◽  
Mathematical Reasoning ◽  
Third Graders ◽  
Primary School Children ◽  
Mathematical Skills ◽  
Mathematical Performance ◽  
Performance Results ◽  
The Relationship ◽  
Speed And Accuracy

Mathematics, being a very ancient discipline, is usually seen as a formal subject that must be learned for school purposes, which is very far from creativity and fun. Also, mathematical skills are often considered a talent, so students are easily divided into gifted and not gifted, with a focus on speed and accuracy rather than encouraging the process of juggling between divergent and convergent thinking. In the present paper, we aimed at investigating the relationship between mathematical reasoning and different aspects of creative thinking, such as divergent and convergent creativity, aesthetic appreciation, and humor. To do so, 146 second and third graders in a primary school in Milan have been recruited and tested with mathematical and creative tasks. Correlational analyses showed significant positive relations between flexibility and originality dimensions of creativity and mathematical performance. Results are discussed by providing a theoretical framework about the relation between mathematics and creative skills.

scholarly journals Explication of Activities in the Textbooks on Developing Primary School Age Childrens Communicative Competence

Pedagogika ◽  
2015 ◽  
Vol 119 (3) ◽  
pp. 82-96
Author(s):  
Giedrė Strakšienė
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Communicative Competence ◽  
School Age ◽  
School Students ◽  
Semantic Categories ◽  
And Mathematics ◽  
Primary School Age ◽  
Listening And Speaking ◽  
Communicative Abilities

The development of communicative competence is one of the most distinct priorities in contemporary education system in Lithuania (Lietuvos valstybinė švietimo strategija 2013–2022 m.; Pradinio ir pagrindinio ugdymo bendrosios programos (patvirtinta LR švietimo ir mokslo ministro 2008 m. rugpjūčio 26 d. įsakymu Nr. ISAK-2423). Conception of communicative competence of primary school age students is founded on the communication and competence definitions: communication is the activity of conveying information, based on the principle of dialogue, through the exchange of thoughts, messages, experiences, as by verbal or nonverbal interaction, seeking mutual understanding and competence is the entirety of knowledge, abilities, and valuebased attitudes necessary for successful development / self-development and daily life. The objective to enhance effectiveness of the processes of the development of communicative competence induces turning back to the opportunities proposed by training through arts, specifically through drama activity. Effectively applied, drama activity methods can play importante role in transforming and supporting teaching. Following this we raised the research questions: How to specify activities in the textbooks by identifying the methods of creative activity relevant to the development of communicative competence? How in the textbooks (Lihuanian language, Nature Science and Mathematics) are proposed teaching and learning activities relevant to primary school age student‘s communicative abilities (listening, speaking and reading), and how activities are distributed under classes and object of textbooks? How drama activities are presented in the textbooks on developing students’ communicative abilities? This article covers a comparative analysis of the textbooks of the Lithuanian language, Nature science, Mathematics designed for primary school students. Quantitative research design was used and method was employed content analysis (Bitinas, 2008; Ferari et al., 2010; Kojanitz, 2009) of textbooks: Lithuanian language “Pupa”; Nature science “Gilė” and Mathematics “Riešutas” for the first-fourth grades. Total were analysed 32 textbooks. Provision made for sampling of texts, breakdown into constituent components, their categorization, encoding of text units under semantic categories, and interpretation of the contents categories. Drama activity was analysed under to semantic categories – to perform (lt. vaidinti) and to play (lt. žaisti); communicative abilities and activities were analysed under to sematic categories – reading, speaking and listening. Results of the textbooks analysis highlights the nature of the activities contained in to the textbooks and relationship with drama activities, and with development communicative abilities. It has been established in the textbooks, intended for the first through fourth grades, more attention is given to listening and speaking in first and second grades, while in third and fourth grades focus is replaced upon reading, listening and speaking. Analysis of textbooks has shown that pupils are given sufficient amount of activities that develop their communicative abilities, however, when doing analysis in terms of drama activities (semantic categories of the content), only but few drama activities have been identified. The results showed that the students’ communicative competence are most frequently developed in the class (in the textbooks) of the Lithuanian language and Natural sciences. Drama activities are used not always in a suitable manner, i.e. failing to take advantage of the opportunities provided by drama activities. Drama activities in textbooks normally are limited to reading of texts (in dialog) and, focusing upon memorization and reproduction of a text. It has been found out that textbooks also lack tasks associated with different kind of drama activities, there is shortage of learning resources fir to such activities, such as fairy tales, poems, small form folklore, etc.

scholarly journals Grammar in primary school EFL textbook activities: a corpus-driven study of their teaching nature and related cognitive implications

2017 ◽  
pp. 57-72
Author(s):  
Joaquín Gris Roca
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
Implicit Knowledge ◽  
Lower Number ◽  
Foreign Language Teaching ◽  
Young Learners ◽  
School Teaching ◽  
Efl Teachers ◽  
Explicit Teaching

One of the fundamental goals of Foreign Language Teaching might be the attainment of implicit knowledge, which underlies oral and written fluency. Textbook activities reflect different explicit and implicit teaching loads following the type of knowledge they are targeted at (explicit, implicit or both). EFL teachers’ implementation of activities can thus help or become a hindrance for the development of implicit knowledge. This study aimed to explore the explicit and implicit teaching nature of 100 activities taken from 10 EFL textbooks used in Spanish primary school teaching. The ultimate goal was to examine whether activities are designed taking into account young learners’ idiosyncratic way of learning. Findings revealed that most primary school EFL textbook activities tend to contain a lower number of activities mostly focused on explicit teaching.

scholarly journals READING AND LITERARY EDUCATION IN IST-IIIRD CLASSES OF PRIMARY SCHOOL AS A SOURCE OF MULTI-ACTIVITY OF STUDENTS

2016 ◽  
pp. 58-69
Author(s):  
Teresa Yanitska-Panek
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Life Experiences ◽  
Real Life ◽  
Literary Texts ◽  
Literary Education ◽  
The World ◽  
The Individual ◽  
Narrative Description ◽  
Attitudes Towards Reading

Literary education is very important in the process of forming the personality of the individual. It is necessary to implement a number of conditions in order to student’s contact with literature was a great experience. Reading can be seen as a way of man’s existence in the world of symbols and information. Reading can also be a medium through which cultural content reaches to the recipient and enrich and improve his language and engage him emotionally. Reading is an act of great importance, austerity and effort, and at the same time it is an act of preparing the reader and the recipient to the reflection.Many authors emphasize the value of reading, inspired many motives. The authors draw attention to the different attitudes towards reading of the text which have been described by Lech Witkowski, philosopher and pedagogue in 2007. Eight status of the text in the course of reading are specific hints for teachers and non-pedagogical readers how to treat the text. The philosopher’s look on the function of reading puts this ability in a variety of contexts and makes that people interested in reading can become seekers and creative.The reading is determined the following learning outcomes: student reads fluently, correctly, fluently and expressively aloud texts consisting of words discussed during classes. These texts relate to real-life experiences of children and cognitive expectations. A student also understands short texts read silently; student correctly reads aloud texts written own in a notebook and texts stored on a PC. The student working with text by searching for the most beautiful piece. He is also able to distinguish in literary texts the forms such as narrative, description and dialogue.

scholarly journals Closing the HIV and AIDS “Information Gap” Between Children and Parents: An Exploration of Makerspaces in a Ugandan Primary School

2020 ◽  
Vol 10 (8) ◽  
pp. 193
Author(s):  
Maureen Kendrick ◽  
Elizabeth Namazzi ◽  
Ava Becker-Zayas ◽  
Esther Nancy Tibwamulala
Keyword(s):  
Primary School ◽  
Real Life ◽  
Hiv And Aids ◽  
Class Discussion ◽  
Parents And Children ◽  
Information Gap ◽  
Children And Parents ◽  
Starting Point ◽  
Aids Information ◽  
Public Exhibition

In this study, we address the research question: “How might child-created billboards about HIV and AIDS help facilitate more open discussions between parents and children?" The premise of our study is that there may be considerable potential for using multimodal forms of representation in makerspaces with young children to create more open dialogue with parents about culturally sensitive information. Drawing on multimodal literacies and visual methodologies, we designed a makerspace in a grade 5 classroom (with students aged 9–10) in a Ugandan residential primary school. Our makerspace included soliciting students’ knowledge about HIV and AIDS as part of a class discussion focused on billboards in the local community and providing art materials for students to explore their understandings of HIV and AIDS through the creation of billboards as public service announcements. Parents were engaged in the work as audience members during a public exhibition at the school. Data sources include the billboards as artifacts, observations within the makerspace, and interviews with parents and children following the public exhibition. The findings show that, for parents and children, the billboards enhanced communication; new understandings about HIV and AIDS were gained; and real-life concerns about HIV and AIDS were made more visible. Although these more open conversations may depend to some degree on family relationships more broadly, we see great potential for makerspaces to serve as a starting point for closing the HIV and AIDS information gap between children and parents.

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