scholarly journals On the Issue of Teaching Creative Writing to the Primary School Students

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Tamara V. Artemeva ◽  
Oleg I. Pechnikov
Keyword(s):  
Creative Writing ◽  
Primary School ◽  
Fairy Tales ◽  
Native Language ◽  
Writing Skills ◽  
First Grade ◽  
School Students ◽  
Main Research ◽  
Oral Speech ◽  
The Hours

The purpose of the article is to determine the importance of teaching creative writing to younger schoolchildren. The urgency of the problem of teaching creative writing in the native Chuvash language is due to the need for the formation of text competencies in younger schoolchildren, the lack of formation of their native writing skills, especially creative writing. Material and methods of research. The main research methods were the study of literature, the analysis of teachers 'difficulties and errors in the students' works. A brief history of the issue is considered: the ideas of developing creative writing skills among foreign researchers: the most successful start of learning creative writing is 4-5 years old (M. Montessori), the need to believe in the creative abilities of a child (S. Frenet); leading domestic teachers: every child is born a potential writer (L. N. Tolstoy), the experiments of V. A. Sukhomlinsky and Sh. Amonashvili on composing fairy tales and stories by students, I. Ya. Yakovleva on teaching creative writing to students of the Chuvash Simbirsk school; the main provisions of the Chuvash linguodidacts: the support of written creativity on the development of oral speech (M. Ya. Sirotkin), on the observation of objects, phenomena (F. T. Timofeev), the need to study the structure and content of the text from the first grade (V. E. Efimov, I. V. Drozdov, L. P. Sergeev), the need to work on composing miniature texts in the native language lessons (D. S. Filippova). The main problems in teaching creative writing in the Chuvash primary school are highlighted. The assumption is made about the effectiveness of planning within the hours allocated to the native language, creative writing lessons. The results of the study. The purpose and tasks, features of the organization of creative writing lessons in grades 2-4 of Chuvash schools are described: it is recommended to conduct one lesson every two weeks, the main goal is the formation of a comprehensively developed language personality. The main directions, methods and forms of work: work on the content, structure of the text; on language tools, editing. It is concluded that the idea and provisions of the methods are accepted by teachers, and the lessons of creative writing are introduced into the practice of the Chuvash primary school.

scholarly journals The Crossroad of Technology: Does IBW Develops The Creativity Of Elementary School Students?

Pedagogika ◽  
2013 ◽  
Vol 112 (4) ◽  
pp. 88-100
Author(s):  
Palmira Pečiuliauskienė ◽  
Agnė Saylik
Keyword(s):  
Creative Writing ◽  
Primary School ◽  
Creative Thinking ◽  
Writing Skills ◽  
Educational Practice ◽  
Interactive Whiteboard ◽  
Educational Effectiveness ◽  
School Students ◽  
Primary School Pupils ◽  
Positive Effect

The article discusses the possibilities of the development of creative writing skills of primary school pupils while using interactive whiteboard. Creative writing skills are described with respect to the features of creative thinking: anticipation of the title of narrative corresponding to the essence of the story (originality); disclosure of the topic of narrative according to the number of statements described (elaboration); logic and sequence of narrative (flexibility); structure of narrative and anticipation of its main parts (fluency). The problem of the research is to determine how application of interactive whiteboard in educational practice effects creative writing skills of primary school pupils. The object of the research is the development of creative writing skills of primary school pupils while using interactive whiteboard. The research aims at evaluating the influence of the use of interactive whiteboard as an additional learning tool to the improvement of creative writing skills of primary school pupils. The study conducted by authors during Lithuanian language lessons in primary grades showed that interactive whiteboard can have a positive effect on pupils’ creative writing skills if it is used as addition rather than an alternative tool. This was ensured by authors’ chosen methods of teaching narrative writing: interactive whiteboard was used as a traditional board during the first three lessons while the forth lesson was dedicated to interactive teaching with the full use of interactive whiteboard and its possibilities. Results show that educational effectiveness of interactive whiteboard to pupils’ creative writing skills depends on the appropriate use of its complex components in educational practice.

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 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 Assessment of Psychological Readiness Situation of Students Starting to Primary School

2018 ◽  
Vol 11 (5) ◽  
pp. 85
Author(s):  
Medera Halmatov
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Quantitative Research ◽  
First Grade ◽  
Male Students ◽  
School Students ◽  
Quantitative Research Methods ◽  
School Rules ◽  
Academic Year ◽  
Provincial Center

There are important responsibilities expected from primary school students. The most important of these are the learning of reading, writing and arithmetic. There is a “psychological readiness” aspect besides reading, writing and arithmetic in order to be ready for the school. In this study, among the first-grade students, those who were academically ready were compared with those who were psychologically ready. In this research, screening model is used from quantitative research methods. Screening surveys allow the answers of questions such as “what, where, when, how often, at what level, how” (Wellington, 2006). The population of the research was composed of the children who started to the first class of primary schools in the provincial center of Ankara and the provincial center of Agri in the 2016-2017 academic year. The sample group of the study consisted of 327 students. 80 girls and 75 male students out of 322 students are chosen from the schools in the provincial center of Ankara, and 87 girls and 80 boys are chosen from the schools in provincial center of Agri. While the number of literate students at the basic level is 95 before the school starts, only 46 students are able to link shoe laces. While a total of 255 students knew all the main colors before the school started, only 31 students knew their home address. In addition, 90 students were found to have problems complied with the school rules. 39 students are shy in the classroom.

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