scholarly journals PSYCHOTHERAPICAL WORK WITH THE TALE AS AN ELEMENT OF EFFECTS ON THE FORMATION OF PSYCHOLOGICAL HEALTH OF PRESCHOOL CHILDREN

2021 ◽  
Vol 1 ◽  
pp. 114-119
Author(s):  
Lesya T. Muzychko
Keyword(s):  
Preschool Children ◽  
Fairy Tales ◽  
Psychological Health ◽  
Fairy Tale ◽  
Role Playing ◽  
Main Task ◽  
Psychological Educational ◽  
The Individual ◽  
High Level ◽  
Aggressive Children

Fairytale therapy is one of the effective methods of working with preschool children who are experiencing various emotional and behavioral difficulties. The essence of this method is to create a special fabulous atmosphere that makes the child’s dreams come true, allows the child to fight their fears and complexes. Fairytale therapy well overcomes the high level of anxiety in children, various fears, aggression, adapts to different children’s groups. Fairytale therapy can be used to deal with aggressive children, insecure, shy, susceptible to deception, as well as in cases of all kinds of psychosomatic illnesses. The process of fairytale therapy allows the child to understand and analyze their problems, to see ways to solve them. The basic principle of fairytale therapy is the holistic development of the individual, the care of the soul, the healing of the fairy tale. According to the results of theoretical and empirical study of fairytale therapy as an element of corrective influence on the formation of psychological health of preschool children, it is determined that the use of fairy tales in daily lessons with them gives an effective result in overcoming children’s anxiety, fears and complexes, stabilizes their emotional state, overcomes excessive aggressiveness in interaction with peers. The main task of fairy tales: to offer alternative behaviors, other exits from problematic situations through fairy-tale events and fairy-tale characters. At the same time performing various functions – diagnostic, prognostic, educational, corrective. At the choice of objects or audience, fairy tales can be individual and group, author and folk. We can choose them arbitrarily for the purpose of direct psychological and pedagogical influence on the problem, depending on the set goals. By freeing children from gaming addiction, the fairy-tale atmosphere allows toddlers to work out certain behavioral and role-playing stories, shaping adaptive and sparing, constructive and creative approaches to addressing urgent children’s problems. Listening, illustrating, playing fairy tales, supplementing and ending a fairy tale allows you to form adequate self-esteem and criticality today, and most importantly – independence and autonomy in the future. However, the results also gave us the opportunity to analyze that the immediate results of the lessons provided do not always give a lasting effect, and often children need reminders, re-discussing, playing the same fairy tale with the use of other activities, consolidating the acquired knowledge and skills in the form of play. Fairy tale as a cultural-philosophical and psychological-educational phenomenon significantly influences the mental health of the younger generation.

The problem of emotional development of preschool children.

2020 ◽  
Vol 3 (4) ◽  
pp. 37-43
Author(s):  
Viola S. Stava ◽  
◽  
Vladlen K. Ignatovich ◽  
Keyword(s):  
Preschool Children ◽  
Fairy Tales ◽  
Emotional Development ◽  
Fairy Tale ◽  
Role Playing ◽  
Preschool Age ◽  
Emotional Experiences ◽  
Systemic Activity ◽  
Role Playing Games ◽  
Inner World

The article considers preschool age as an important stage in the development of a child, which forms the basis of the emotional sphere of a personality. The problem of emotional development of children of this age is shown in the works of famous teachers, psychologists (L.S.Vygotsky, A.N. Leontyev, S.L. Rubinstein, D.B. Elkonin). The emphasis is made on the fact that emotional experiences are caused by a deep inner meaning associated with the leading motive of the child's activity. It is noted that a child at this age begins to foresee not only the intellectual results of his activity, but also emotional ones. Emotional experiences in the child's activities aimed at achieving a result useful for others are highlighted. The systemic activity approach is characterized, according to which emotional development is explained from the standpoint of the ap-pearance of neoplasms of a preschooler. These new formations arise and develop thanks to role-playing games, reading fairy tales and imitating the heroes of fairy tales. A fairy tale that helps create one’s inner world is defined.

scholarly journals THE PROBLEM OF FINITENESS OF HUMAN EXISTENCE IN UKRAINIAN FOLKLORE

2020 ◽  
pp. 100-104
Author(s):  
Volodymyr Yatchenko, Oksana Oliinyk Volodymyr Yatchenko, Oksana Oliinyk ◽  
Volodymyr Yatchenko, Oksana Oliinyk Volodymyr Yatchenko, Oksana Oliinyk
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Human Existence ◽  
Folk Tales ◽  
Philosophy And Literature ◽  
Spiritual World ◽  
European Philosophy ◽  
The One ◽  
The Individual ◽  
Painful Feeling

The article analyzes the existential problems of life, death and immortality in Ukrainian folklore (based on Ukrainian fairy tales). In the corpus of Ukrainian folk tales there are widely used topics, which in European philosophy and literature are called "tragic foundations of human existence" - awareness of the inevitability of death in the earthly existence of man, the search for forms of individual immortality. In Ukrainian fairy tales there is a dual attitude of the individual to the inevitability of his own death. On the one hand, there is the motive of reconciliation with the fate of human destiny, and in order to relieve the painful feeling of one's own finitude, the instruction on the higher meaning of the existence of death is forced. Death is justified because it appears as the prevention of the absurdity of infinite human existence or as an obstacle to the debauchery of the whims and dangerous wishes of the individual, or ultimately as the punishment of people for violating the commandments of the Supreme Spiritual Creature. In other words, death appears in a number of fairy tales as the expression of the highest world justice. At the same time, death mostly appears in fairy tales as an objectified pagan idea of Death as a concrete living creature with its whims, sympathies and weaknesses. The problem of finding ways to achieve immortality is traced in Ukrainian fairy tales in two ways. Most often, this search unfolds in the plane of the victory of the hero of the fairy tale over death, or through the imprisonment of death, or through the marriage of the hero to a divine being. This is a very common motive in the tales around the world. Less common is the motive of achieving immortality through the moral self-improvement of the hero, his compliance to the moral commandments of God. This is already a reflection in fairy tales of the influence of Christianity on the spiritual world of the ancestors of modern Ukrainians.

scholarly journals FORMATION OF EMOTIONAL DECENTRATION IN PRESCHOOLERS IN THE CONDITIONS OF A ROLE-PLAYING GAME

2021 ◽  
Vol 57 (3) ◽  
pp. 113-123
Author(s):  
S.G. Kukava ◽  
◽  
O.S. Ostroverkh ◽  
Keyword(s):  
Preschool Children ◽  
Fairy Tale ◽  
Role Playing ◽  
Point Of View ◽  
Preschool Age ◽  
Significance Level ◽  
Role Playing Games ◽  
Role Playing Game ◽  
Student’S T ◽  
Object Material

Statement of the problem. Based on the analysis of research by Russian authors, the article outlines the problem of the formation of emotional decentration in preschool children and the importance of play in this process. The purpose of the article is to identify the relationship between the formation of a role-playing game and the formation of emotional decentration. The research methodology is based on the cultural and historical concept of L.S. Vygotsky, as well as the theory of the activity by A.N. Leontiev; in the course of the study, the following methodology was applied: analysis of theoretical sources on formation of the emotional sphere of a preschooler and development of role-playing games; standardized observation of the progress of specially organized games; ascertaining experiment to determine the level of emotional decentration in preschoolers; formative experiment; qualitative and quantitative data analysis; comparative analysis of data using the statistical Student’s t-test. The significance level is p = 0.05. Research results. In the course of the study, our hypothesis was confirmed: such conditions for role-playing games as providing preschoolers with the opportunity to create and transform the play space with the help of unformed object material, adults acceptance of the position as a play partner contribute to the internal and external dynamics of the game, which, in turn, affects the progress in the development of emotional decentration in preschool children. Conclusion. In this paper, the features of emotional development of preschool age were described, the concept of emotional decentration from the point of view of different authors was considered, and the process of the development of play in preschool age was described. A scheme has been developed to determine the level of emotional decentration in preschoolers. In this scheme, three levels of formation of emotional decentration in children 4-6 years old are identified (relative to three criteria as indicators of emotional decentration): high, medium and low. A diagnostic game procedure “Wishes of a Fairy-Tale Character” has been developed, which can be used to identify the level of formation of emotional decentration. A scheme for analyzing the internal and external dynamics of a role-playing game has been developed.

scholarly journals THE NATURE OF SYMPTOMS: FLUCTUATION OR RESPONSIBILITY AND FREEDOM INTERNALLY OF CHOICE

2019 ◽  
pp. 45-47
Author(s):  
Svitlana Kalishchuk
Keyword(s):  
Psychological Health ◽  
System Modeling ◽  
Well Being ◽  
Main Task ◽  
Existential Approach ◽  
Therapeutic Concepts ◽  
Psychological Assistance ◽  
Definition Of ◽  
The Individual ◽  
Symptom Formation

The paper raises the issue of exacerbation of psychological problems caused by the political and economic environment, which creates a general social tension and becomes a background that exacerbates the existential problems of the individual. That's why author emphasizes on a particular need for the development of therapeutic direction and a detailed and well-grounded development of therapeutic concepts. It creates ways of an effective solve of current problems of psychological health and well-being of the person. The article explained the conceptual provisions of the establishment, operation and therapeutic work with the symptom. The main characteristics, structure and overall symptom phenomenological expanse from the standpoint of the existential approach of the theory of system solutions and system modeling. Psychological functions of a symptom are considered. Issues of operationalization of a symptom and definition of conceptual provisions of its formation are solved . Basic rules of interpretation of a symptom and interpretation of the concept are described in terms of several approaches. The conceptual provisions of symptom formation that allow to include it in psycho-corrective methods are considered in detail. The methods of the existential-systemic technological approach for providing psychological assistance to the client are analyzed and empirically tested, providing dynamic changes in the content of the "picture of the world" of clients in the cognitive and ontological plans. According to the empirical study, psychosomatic, emotional and behavioral symptoms were presented. It has been shown that symptoms with different specificities have unchanging constituents and functions. It also has been shown that applying an existential approach helps the symptomatic client to produce a new, better reality that will take into account the actual needs and aspirations of the subject. Thus, the main task, which is directed and work with the symptom – is the person's approach to himself/herself, greater sensitivity to his own real existential aspirations.

EDUCATIONAL ASPECTS OF DEVELOPMENT OF ADMINISTRATIVE ABILITIES OF STUDYING UNIVERSITIES

2021 ◽  
Vol 70 (2) ◽  
Author(s):  
S.S. Seitenova ◽  
◽  
M. M. Knissarina ◽  
Keyword(s):  
Moral Education ◽  
Psychological Health ◽  
Core Competencies ◽  
Educational Activity ◽  
Educational Work ◽  
Managerial Skills ◽  
Key Competencies ◽  
The Individual ◽  
High Level ◽  
The University

This article analyzes the possibilities of educational work in the development of key competencies, in particular managerial skills, students in vocational training at the university. It is urgent and important to develop the managerial skills of the student, since a high level of the required skills will allow the individual to achieve success in life and spatial areas, as well as maintain and strengthen psychological health. Adapted effective forms of spiritual and moral education of university students in the process of developing their managerial skills were cited as an example. The results of the questionnaire determined the hierarchy of understandable and performed functions by university teachers, such as educational, teaching, methodological, research, organizational and managerial. Of the 5 main proposed functions of a university teacher, educational activity was the lowest level, which is the main means of forming students' core competencies.

Folk and author’s fairy tales in the aspect of linguistic consciousness

Neophilology ◽  
2020 ◽  
pp. 235-249
Author(s):  
Anatoliy L. Sharandin ◽  
Yixin Li
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Literary Language ◽  
Creative Potential ◽  
Folk Tales ◽  
The Subject ◽  
The Individual ◽  
The Relationship ◽  
Folk Poetry ◽  
Individual Style

The analysis of the problem of the relationship among folk, authors’ folk and authors’ literary tales with linguistic consciousness types is presented. The analysis results indicate that the texts of fairy tales are linguistic representatives of creative (artistic) consciousness and correlate with types of concepts. Folk tales reflect the creative potential of everyday consciousness and represent the folklore concept. Authors’ folk tales are interpretative tales that reflect the syncretic (collective and individual, folk and author’s) consciousness and implement the folklore and literary concept. The literary fairy tale itself is a textual representative of its author’s individual artistic consciousness and the reached artistic concept. It is important to take the form of fairy tales’ household into account – oral (folk tales) and written (author’s literary tales), their relationship with the subject (storyteller or author) and focus on the object (listener or reader). This determines the variability and non-variability of fairy tales. Types of linguistic consciousness are associated with the language: in folklore tales, folk language that is not processed by masters is used, in author’s tales, literary language that implements an individually authors’ system of language means is used. In folk tales, traditional folk poetry is presented, in author’s tales – traditionally artistic and artistic poetics. The individual style of folk tales is traditional for folklore and the individual style of literary tales is individually authors’.

scholarly journals On the question of the interaction of Komi and Russian fairy tales (CIP 706 «The Maiden without Hand»)

2019 ◽  
pp. 101-112
Author(s):  
Надежда Степановна Коровина
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Cultural Traditions ◽  
Class Time ◽  
Long Time ◽  
History Of ◽  
Life Habits ◽  
The Individual ◽  
The Comparative Study ◽  
The Impact

В данной статье предпринята попытка на основе конкретного сказочного сюжета о Безручке (СУС 706) исследовать особенности взаимодействия фольклорных произведений народов, не родственных этнически, но тесно общаюшихся на протяжении длительного времени и имеющих близкие культурные традиции. При рассмотрении данного вопроса использовалась методика сравнительного анализа, позволяющая установить, каким образом международный сказочный сюжет становится культурным достоянием народа коми, т. е. прояснить историю национального сказочного репертуара. В процессе анализа коми сказок о Безручке выявлено сходство с русскими вариантами в области содержания, в типах героев и способах их создания, развитии действия и последовательности эпизодов. В результате автор приходит к выводу о том, что сюжет о Безручке (СУС 706) заимствован у русских. Одновременно в статье отмечен тот факт, что рассмотренные варианты коми сказок имеют свою специфику и не создают впечатления однообразия. Это происходит за счет того, что постоянные элементы, представляющие композиционный стержень сюжета, во-первых, обрастают своеобразными деталями, которые придают повествованию национальный колорит. Именно в них отражается быт, привычки, обычаи народа коми. Во-вторых, своеобразие каждого варианта во многом зависят от индивидуального стиля, степени исполнительского мастерства, творческой манеры, отношения к данному сюжету того или другого исполнителя. В-третьих, именно в отдельных его вариантах сказываются социальные, временные различия, в совокупности своей отражающие исторические изменения сказки In this article an attempt is made on the basis of a specific fairy-tale story about «The Maiden without Hand» (CIP 706) to explore the features of the interaction of folk works of peoples who are not related ethnically, but who closely communicated for a long time and have close cultural traditions. When regarding this issue, we consider it appropriate to use the methodology of comparative analysis, since it is the comparative study of Russian and Komi variants of the fairy-tale plot that allows us to establish how the international fairy-tale plot becomes the cultural heritage of the Komi people, to clarify the history of the national fairy-tale repertoire. In all analyzed Komi tales about the Maiden without hand there is a similarity with the Russian variants in the development of the action, the sequence of episodes, the type of characters, their characteristics, the common ideological content. The structural and typological analysis allows us to conclude that the plot about «The Maiden without hand» (CIP 706) was borrowed from the Russians. However, the considered variants of Komi fairy tales do not create the impression of monotony because the constant elements that represent the compositional core, firstly, acquire peculiar details that give the narrative a national flavor. They reflect the life, habits and customs of the Komi people. Secondly, the originality of each option depends largely on the individual style, the degree of performing skills, creative manner, attitude to the story of a particular artist. Thirdly, it is in its individual options where the impact of class, time differences manifest themselves reflecting the historical changes of the tale.

scholarly journals BAHAN AJAR DONGENG DALAM BUKU AJAR BAHASA SUNDA (FAIRY-TALE LEARNING MATERIAL IN SUNDANESE TEXTBOOK)

LOKABASA ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
AN AN ANDRIANY
Keyword(s):  
High School ◽  
Junior High School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Junior High ◽  
Reading Level ◽  
Learning Material ◽  
Level 3 ◽  
Grade 3 ◽  
High Level

 Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana bahan ajar dongeng dalam Buku Pamekar Diajar Basa Sunda (PDBS) yang ada di setiap jenjang pendidikan berdasarkan relevansi dengan KD yang ada dalam Kurikulum 2013. Dan juga untuk mengetahui tingkat keterbacaan bahan ajar dongeng di dalam Buku Pamekar Diajar Basa Sunda (PDBS). Bahan ajar dongeng  ada di setiap jenjang pendidikan, seperti  di SD di kelas 3, 4, 5,  dan 6, di SMP di kelas 7,  dan di SMA di kelas 10. Penelitian ini menggunakan  metode deskripfif kualitatif. Untuk  mengukur relevansi bahan ajarnya,  disesuaikan dengan KD di setiap jenjang yang ada di Kurikulum 2013. Untuk mengukur tingkat keterbacaan bahan ajar dongeng digunakan uji grafik fry dan uji klose tes. Data yang digunakan adalah semua wacana dongeng yang ada dalam Buku PDBS, jumlah wacana diseluruh jenjang ada 15 wacana: PDBS SD kelas 3 (3 wacana), PDBS SD kelas 4 (2 wacana), PDBS SD kelas 5 (3 wacana), PDBS SD kelas 6 (1 wacana), PBDS SMP (3 wacana), dan PDBS SMA (3 wacana). Setelah dianalisis, hasil relevansi bahan ajar dongeng dan KD dalam Kurikulum 2013, dari 6 tingkatan yang dianalisis, 5 tingkat sesuai dengan KD, tetapi ada 1 tingkat yang tidak sesuai yaitu di tingkat SD kelas 6. Hasil analisis grafik fry yang diujikan pada 15 wacana dongéng rata-rata wacananya  sesuai dan bisa diajarkan pada tingkatannya. Sedangkan untuk hasil klose tes, dari 10 wacana yang  dianalisis, 5 wacana hasilnya lebih dari 50% siswa ada pada tataran gagal (>40%). Jadi wacana tersebut dianggap sulit dipahami oleh siswa.AbstractThe purpose of this study was to describe fairy-tale learning materials in the book Pamekar Diajar Basa Sunda (PDBS) that exist in every education level based on the Basic Competence in Curriculum 2013. It is also to determine the reading level of the material in the book. Fairy-tales learning material exists in every level of education, covering grades 3, 4, 5, and 6 of primary school; grade 7 of junior high school; and grade 10 of high school. This study used a descriptive-qualitative method. The measurement of the relevance of the material is based on Basic Competence at every level required by the Curriculum 2013. The measurement of the readability level of the material is based on Fry graphic test and Klose test. The data cover all fairytale texts in the book PDBS, amounting to 15 texts: PDBS grade 3 (3 texts), PDBS grade 4 (2 texts), PDBS grade 5 (3 texts), PDBS grade 6 (1 texts), PBDS for junior-high level (3 texts), and PDBS for senior-high level (3 texts). The results of analysis show that of 6 levels, 5 of them are in accordance with the Basic Competence. The only one level that does not fulfill the Basic Competence is the grade 6 of primary level. The results of the Fry graphic analysis on 15 texts show that most of them are appropriate and can be taught at their respective levels. For the results of the Klose test, 5 of 10 texts resulted failure at 50% of students (> 40%). Therefore, the texts are considered difficult to be understood by students. 

scholarly journals CURRENT PEDAGOGICAL TECHNOLOGIES OF FORMATION NATURE AND ECOLOGICAL COMPETENCE OF PRESCHOOL CHILDREN

2018 ◽  
Author(s):  
Nataliia Оshurkevych
Keyword(s):  
Preschool Children ◽  
Environmental Education ◽  
Fairy Tale ◽  
Cognitive Activity ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Main Task ◽  
Research Activity ◽  
The Creation

The current ecological state of the environment determines the relevance of environmental education for the younger generation. The problem of ecological upbringing of children of preschool age is considered in the researches of many scholars and teachers. Based on the study of scientific works, we identified three structural components of the formation of natural and ecological competence of preschool children: cognitive, activity and value-motivational. American scientists, studying the problem of children's attitude to nature, offer the concept of «biofilia» and «biophobia». The scientific approaches to the interpretation of the concept of «pedagogical technology» are generalized and formulated as the creation of an optimally organized educational process, developed on the basis of a systematic approach and aimed at the planned result. It is proved that for the formation of natural and ecological competence of preschool children, it is necessary to use traditional and non-traditional pedagogical technologies in order to implement systematic and targeted educational impact on children, using current methods. Studying the peculiarities of the formation of the ecological and natural competence of preschool children, the necessity of creation and proper use of developing ecological environment in pre-school establishments, organization of children's activities in nature, as well as systematic work with children was clarified. The experience of using pedagogical technologies for the ecological upbringing of preschool children, in particular the creation of an ecological footprint, the technology of regional studies and tourism activities, the experimental research activity of preschoolers in nature and the technology of using the author's fairy tale, which allows raising the level of ecological upbringing of preschoolers and forming the natural and ecological competence of a preschool child, is briefly highlighted. The analysis of the experience of using environmental technologies from different countries proves that the main task of preschool education is to promote environmental education and awareness of preschool children.

scholarly journals RADIO PROGRAMMES ON THE NATIONAL TV AND RADIO COMPANY OF CHUVASHIA FOR CHILDREN AND TEENAGERS IN THE SYSTEM OF SCHOOLCHILDREN UPBRINGING

2021 ◽  
pp. 201-208
Author(s):  
Галина Витальевна Хораськина ◽  
Людмила Александровна Васильева ◽  
Олег Ростиславович Студенцов
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Complex Structure ◽  
Role Playing ◽  
Preschool Age ◽  
Age Group ◽  
Role Playing Games ◽  
The Media ◽  
Radio Programs ◽  
Radio Broadcast

Статья посвящена анализу роли детских радиопередач в обучении и воспитании подрастающего поколения с учетом возрастных особенностей аудитории на примере «НТРК Чувашии» («Национальное радио Чувашии» и «Тăван радио»). Материалом исследования послужили медиатексты, прозвучавшие в радиоэфире «НТРК Чувашии». В основу анализа легли методы эмпирического исследования радиопередач с учетом воспитательной функции звучащего материала. Радиожурналистика с момента своего зарождения отличается четкой возрастной ориентацией на аудиторию. В первой части работы дается психологическая характеристика дошкольников (3-7 лет). Анализируются и оцениваются радиопередачи, относящиеся к этой возрастной группе. В этом возрасте детям свойственна любознательность, непосредственность, подражание взрослым, героям кинофильмов и книг. Дошкольному возрасту свойственны сюжетно-ролевые игры, быстрая смена действий, короткий хронометраж, в радиоэфире звучат голоса персонажей известных сказок. Радиопередачи для данной возрастной группы на «НТРК Чувашии» - «Мĕншĕнкке» (Почемучка) и «Уйăхпи юмахĕсем» (Вечерняя сказка). Радиопередачи для младшего школьного возраста (7-12 лет) отличаются присутствием информационной аналитики. Их отличает сложная структура, наличие нескольких рубрик, обсуждение определенной проблемы и поиск путей ее решения. Это такие передачи, как: «Ачалăх урхамахĕ» (Сивка-Бурка), «Пĕрремĕш утăмсем» (Первые шаги), «Бухты-барахты», «Шăпăрлан» (Непоседы). Эти радиопередачи отличаются и жанровым разнообразием, наличием рецензий, комментариев, бесед. Во второй части анализируются радиопередачи для подростков (11-15 лет) и старшеклассников (15-17 лет). Анализ радиоэфира «НТРК Чувашии» доказывает, что современное региональное радио отличается малым количеством передач для подростков (11-15 лет) и старшеклассников (15-17 лет). В этом возрасте усиливается желание выглядеть старше своих лет, возрастает стремление оградить свою жизнь от контроля взрослых. Очень важно в этом возрасте знакомить старшеклассников с людьми, достигшими больших побед благодаря трудолюбию, стараниям и упорству. Данную цель выполняют передачи«Ырăлăх çăл куçĕ» (Родник добра) и «Шурăмпуç» (Заря). Радиоэфир для подростков и старшеклассников становится более разнообразным и с точки зрения тематики, оригинальности подачи материала, жанрового разнообразия, эмоциональности и экспрессивности. The article is devoted to the analysis of the role of children’s radio programs in the education and upbringing of the younger generation, taking into account the age characteristics of the audience as exemplified by “NTVRC of Chuvashia” (“National Radio of Chuvashia” and “Tavan Radio”). The material of the study was the media texts of “NTVRC of Chuvashia”. The analysis is based on the methods of empirical research of radio broadcasts, taking into account the educational function of the material. Since the very beginning, radio journalism has been characterized by a clear age orientation towards the audience. In the first part of the work, the psychological characteristics of preschoolers of 3-7 years old are given. Radio broadcasts related to this age group are analyzed and evaluated. At this age, children are characterized by curiosity, spontaneity, imitation of adults, heroes of movies and books. Preschool age is characterized by plot-role-playing games, a quick change of actions, short timekeeping, the voices of the characters of famous fairy tales. Radio programs for this age group on “NTVRC of Chuvashia”: “Meshenkke” (Whyer) and “Uyakhpi Yumakhesem” (Evening Fairy-tale). Radio programs for primary school age of 7-12 years old are characterized by information analytics in them. They are distinguished by a complex structure, several headings, discussion of a certain problem and the search for ways to solve it. These are such programs as “Achalakh Urhamakhe” (Sivka-Burka), “Pеrremesh Utamsem” (First Steps), “Buchty-barakhty”, “Shaparlan” (Restless). These radio programs are also distinguished by their genre diversity, presence of reviews, comments and conversations. The second part analyzes radio programs for teenagers (11-15 years old) and senior schoolchildren (15-17 years old). The analysis of the radio broadcast of “NTVRC of Chuvashia” proves that modern regional radio is characterized by a small number of programs for teenagers (11-15 years old) and senior schoolchildren (15-17 years old). At this age, the desire to look older than and become independent from adult control increases. It is very important at this age to introduce senior schoolchildren to people who have achieved great victories due to hard work, diligence and perseverance. This goal is fulfilled by the programs “Yralakh shchal Kushche” (Spring of Good) and “Shurampushch” (Dawn). The radio broadcast for teenagers and senior schoolchildren is becoming more diverse in terms of topics, originality of the presentation of material, genre diversity, emotionality and expressiveness.

Sign in / Sign up

Export Citation Format

Share Document