scholarly journals PRESCHOOL CHILDREN’S CREATIVE DEVELOPMENT OF PRACTICAL ART METHODS

2020 ◽  
Vol 6 (10) ◽  
pp. 17-28
Author(s):  
Nina Atamanchuk ◽  
◽  
Svetlana Yalanska ◽  
Oksana Tur ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Kindergarten Children ◽  
Innovative Technology ◽  
Control Group ◽  
Gifted Children ◽  
Creative Development ◽  
Medium Development ◽  
Art Practices

The article presents the theoretical analysis and empirical research on preschool children’s creative development by means of art. We are convinced that art practices as an innovative technology should be used in order to develop children's abilities and creativity, the creativity of adults working with children. After all, the basis of art practices is art as an activity that reveals the reality in specific sensory images. We have determined that the productive activities that are most interesting for preschool children are drawing and fairy-tale situations. The empirical study used drawing and fairy-tale techniques. We selected and described the art practices to be used in work with preschool children with the aim to develop such qualities as observation, attention, memory, imagination, fantasy. These qualities contribute to the development of preschool children’s independent creative activities, which form all the best human qualities and reveal their, often hidden, talents, skills and abilities. The children from the experimental group showed more creative elements and did it clearly during tasks solving compared to the control group. They offered more original options in addition to the standard vision of objects and phenomena. Modern preschool children are characterized by decreased activity, poorer imagination. Preschoolers’ creative development lags far behind their peers from the previous century. In addition, modern children have either high or low creative development (only few children showed medium development). Children’s awareness of modern electronic devices makes them dependent on gadgets, computers and television. At the same time, the number of gifted children has increased dramatically, as well as indigo children, who are characterized by super-abilities and changes in their psyche. All these facts point to problems and contradictions existing at modern older preschoolers. Participating in art practices, preschool children can reveal their potential for the development of their creativity. Children learn to solve various creative tasks, express themselves artistically and develop hidden talents. Art promotes children's abilities, motives, knowledge and skills, so that they create something new, original, unique. The proposed art practices opens the space for educators, psychologists at children's educational institutions to develop children’s creativity, because humanity has not yet invented a better creative tools than fairy tales, drawing, games, stories. From the first years of life, children have a natural need to show their own uniqueness, individuality, to reveal their talents and creative abilities. In kindergarten, children love to draw, sing, dance, having great fun. There is no doubt that art is the language of children’s souls. It is an efficient tool for the development of preschooler’s abilities, skills and creativity. Art practice for preschool children is an interesting and bright game.

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.

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.

scholarly journals Using Social Interactive Writing for English Language Learners (SWELL) with Fairy Tales Videos in Teaching Writing

2019 ◽  
Vol 1 (2) ◽  
pp. 147-157
Author(s):  
Rasmi Rami Rasmi
Keyword(s):  
English Language Learners ◽  
Fairy Tales ◽  
Fairy Tale ◽  
English Language ◽  
Second Grade ◽  
Control Group ◽  
Writing Ability ◽  
Second Grade Students ◽  
Writing Skill ◽  
The Mean

This research aims to investigate whether the use of SWELL method with fairy tale videos improves the students’ writing ability and to find out which writing components mostly affected by the use of SWELL method. This research was conducted using a quasi-experimental design. The population of the research was the second grade students of SMPN 5 Marioriawa in academic year 2015/2016 which consisted of two classes (56 students). The sample was drawn using cluster random technique. The number of students in the class was 28 students. The research instrument used was writing test. The data obtained through the test were analyzed quantitatively by using 21.0 version of SPSS program. Based on the data analysis, the research findings reveals that there is a significant differentce of the students’ writing skill after being taught by using SWELL method. It is proved by the data that had been processed through SPSS program. The result showed that the mean score of students in experimental group was greater than the mean score in control group (85.03>67.180, with t-test value is lower than the probability value (0.000<0.05). It indicates that there is a significant improvement of students’ writing ability after the treatment.  The writing skill of the second grade students of SMPN 5 Maroriawa can be improved significantly by using SWELL method with fairy tale videos. For the writing components that mostly affected by SWELL method. For different aspects of writing, content, organization, vocabulary, language use and mechanic, vocabulary is the most affected by the use SWELL method. The highest score in term of vocabulary was 18 with the percentage 90 with the highest converted  score 87.55 categorized as very good categorization.

scholarly journals Attitudes of Students from the Faculty of Education on the Potentially Gifted Preschool Children

TEM Journal ◽  
2021 ◽  
pp. 1548-1557
Author(s):  
Sandra Kadum ◽  
Emina Kopas-Vukašinović ◽  
Ana Miljković
Keyword(s):  
Preschool Children ◽  
Kindergarten Children ◽  
Gifted Children ◽  
Valuable Resource ◽  
Educational Sciences ◽  
Preschool Educators ◽  
Faculty Of Education ◽  
The Relationship

This paper presents the results of a research aimed at examining attitudes of the students from the faculties involved in teaching (pedagogical faculties), future educators in preschool institutions, about the potential giftedness of preschool children and working with them. The research was conducted on a sample of 174 students, future preschool educators. It was implemented at the Faculty of Educational Sciences of Pula (Croatia) and at the Faculty of Education of Jagodina (Serbia). The results of the research confirm: that future educators are sufficiently and qualitatively educated to work with gifted children; that future educators would like to have gifted individuals in their preschool groups and would love to work with gifted children; that the relationship between gifted and other kindergarten children is harmonious and gifted children should not be separated into special kindergarten groups; gifted children are a valuable resource for the community, they do not have any difficulties in socialization and they do not waste time in a regular kindergarten, and they are not bored with such kindergarten.

scholarly journals On the Іssue of Beauty Perception in Onthogenesis

2021 ◽  
Author(s):  
Shylova Galina Petrоvna
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Age Groups ◽  
Early Ontogenesis ◽  
Gifted Children ◽  
Image Management ◽  
Internal Logic ◽  
Artistically Gifted ◽  
The Moment ◽  
The Individual

Developmental specifics of beauty sense in ontogenesis are analyzed in the article. It is demonstrated that mature formation of beauty sense and aesthetic activity relates to early adolescence. Ability to individual aspects of aesthetic activity can be noted on earlier stages of ontogenesis (A.V. Zaporozhets, Z.N. Novlianskaja, N.V. Papucha and others). However attitude to beauty is not realized clearly at the moment. Aesthetic activity in the strictly proper sense of the term can be analyzed when image dynamics shifts from encompassing involuntary changes of ideal images to free image management as well as realization of both freedom and contemplation in order to transform it according to “beauty principles”. Aesthetics exists exceptionally in the individual form of development. Therefore mature forms of aesthetic activity (perception or creation of aesthetic products) can be manifested at earlier ontogeny stages, for example, among artistically gifted children. It is demonstrated that behavioral acts of perception of an artistic work, while being visually similar, are phenomena of different psychological nature for different age groups (for example, infants, preschoolers, younger school children, teenagers). Features of fairy-tales and lullabies perception in early ontogenesis are analysed. Perception of fairy-tales in early ontogenesis originally emerges as external, unfolded activity and supposes participation in events which are directly perceived and experienced. Further on this basis similar activity acquires internal nature of assistance, empathy to fairy-tale characters and becomes true in the domain of imagination (A.V. Zaporozhets). Providing help to a fairy-tale character, a child places him/herself into the situation and further operates within its internal logic.

scholarly journals The Effects of the Comprehensive Inductive Educational Approach on the Social Behaviour of Preschool Children in Kindergarten

2015 ◽  
Vol 5 (1) ◽  
pp. 53-69
Author(s):  
Robi Kroflič ◽  
Helena Smrtnik Vitulič
Keyword(s):  
Preschool Children ◽  
General Result ◽  
Social Behaviour ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Educational Approach ◽  
The Social ◽  
Before And After ◽  
Experimental Group

The aim of the present study was to ascertain the effects of the five-month implementation of the comprehensive inductive educational approach on the social behaviour of kindergarten children. The sample consisted of 52 children in the experimental group and 48 children in the control group, aged from 2.6 to 6.0 years. The kindergarten teachers responsible for thetwo groups completed the Slovenian version of the Social Competence and Behaviour Evaluation questionnaire before and after the implementation of the approach. The children in the experimental group achieved higher scores than those in the control group on five of the eight basic scales of social behaviour, and on two of the three composite scales, as well as onthe general result of social adaptation. It can be concluded that the implementation of the comprehensive educational approach influenced various aspects of the children’s social behaviour.

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 Development of Materials Are Based on Character Values to Improve Intensive Reading Skill Students for Class III in Elementary School

2018 ◽  
Vol 5 (2) ◽  
pp. 118 ◽  
Author(s):  
Cicilia Clara Devi Anggraini ◽  
Tri Murwaningsih ◽  
Retno Winarni
Keyword(s):  
Student Learning ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Reading Skills ◽  
Reading Skill ◽  
Control Group ◽  
Teaching Materials ◽  
Significant Difference ◽  
Intensive Reading ◽  
Experimental Group

This research aims to develop learning material is insight of a fairy tale that containing character values for grade 3 students through a handbook, consisting of teacher books and student books that can improve students’ intensive reading skills. This fairy tale material involves learning fairy tales with character-oriented insights and guided by using the correct intensive reading skill steps and easy to learn, understand, and understood by the students. This instructional material is equipped with competency map to be achieved by the students, description of student learning materials, student learning activities, exercise questions, reflection, and assessment used to measure students ‘competence to the students’ intensive reading skill. Research method in this development is using Borg and Gall technique. Expert validation results show content-oriented teaching materials to improve students’ intensive reading skills that are valid and highly viable to use. Students’ responses to the understanding of character values are increasing. Teaching materials based on character values to enhance intensive reading skills can improve the intensive reading skill of students’ fairy tales. The results of this study indicate that there is a significant difference between post test of experimental group and control group. Mean experimental group postest 83.6 and average control group postestscore of 78, both groups had a difference of 5.6, indicating a significant increase in increment. So it can be said that the experimental group of learning by using old teaching materials plus storytelling materials with character values insight to improve intensive reading skills more effectively improve student learning outcomes.

Promoting the Community's Ability to Detect and Respond to Suicide Risk Through an Online Bystander Intervention Model-Informed Tool

Crisis ◽  
2020 ◽  
pp. 1-7
Author(s):  
Karien Hill ◽  
Shawn Somerset ◽  
Ralf Schwarzer ◽  
Carina Chan
Keyword(s):  
Suicide Prevention ◽  
Suicide Risk ◽  
Controlled Trial ◽  
Intervention Group ◽  
Bystander Intervention ◽  
Self Report ◽  
Innovative Technology ◽  
Control Group ◽  
Intervention Model ◽  
Standard Material

Abstract. Background: The public health sector has advocated for more innovative, technology-based, suicide prevention education for the community, to improve their ability to detect and respond to suicide risk. Emerging evidence suggests addressing the bystander effect through the Bystander Intervention Model (BIM) in education material may have potential for suicide prevention. Aims: The current study aimed to assess whether BIM-informed tools can lead to improved readiness, confidence and intent in the community to detect and respond to suicide risk in others. Method: A sample of 281 adults recruited from the community participated in a randomized controlled trial comprising a factsheet designed according to the BIM (intervention group) and a standard factsheet about suicide and mental health (control group). Participants' self-reported detecting and responding to suicide risk readiness, confidence, and intent when presented with a suicidal peer was tested pre- and postintervention and compared across time and between groups. Results: The intervention group had significantly higher levels of detecting and responding to suicide risk readiness, confidence, and intent than the control group at postintervention (all p < .001) with moderate-to-large effect sizes. Limitations: The study was limited by a homogenous sample, too low numbers at follow-up to report, and self-report data only. Conclusion: This study demonstrates BIM-informed suicide prevention training may enhance the community's intervention readiness, confidence, and intent better than current standard material. Further testing in this area is recommended. While results were statistically significant, clinical significance requires further exploration.

The Alluring Nature of Children's Culture: Fairy Tales, the Carnival and the World Wide Web

2015 ◽  
Vol 8 (2) ◽  
pp. 169-184
Author(s):  
Željka Flegar
Keyword(s):  
Children's Literature ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Mikhail Bakhtin ◽  
Children’S Literature ◽  
Social Construct ◽  
Time Out ◽  
The Social ◽  
Children's Culture ◽  
Language And Ideology

This article discusses the implied ‘vulgarity’ and playfulness of children's literature within the broader concept of the carnivalesque as defined by Mikhail Bakhtin in Rabelais and His World (1965) and further contextualised by John Stephens in Language and Ideology in Children's Fiction (1992). Carnivalesque adaptations of fairy tales are examined by situating them within Cristina Bacchilega's contemporary construct of the ‘fairy-tale web’, focusing on the arenas of parody and intertextuality for the purpose of detecting crucial changes in children's culture in relation to the social construct and ideology of adulthood from the Golden Age of children's literature onward. The analysis is primarily concerned with Roald Dahl's Revolting Rhymes (1982) and J. K. Rowling's The Tales of Beedle the Bard (2007/2008) as representative examples of the historically conditioned empowerment of the child consumer. Marked by ambivalent laughter, mockery and the degradation of ‘high culture’, the interrogative, subversive and ‘time out’ nature of the carnivalesque adaptations of fairy tales reveals the striking allure of contemporary children's culture, which not only accommodates children's needs and preferences, but also is evidently desirable to everybody.

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