scholarly journals FORMATION OF AESTHETIC TASTES OF JUNIOR SCHOOLCHILDREN IN ART LESSONS

2021 ◽  
pp. 44-50
Author(s):  
Olha Shestobuz
Keyword(s):  
Visual Arts ◽  
Emotional State ◽  
School Age ◽  
Practical Skills ◽  
Aesthetic Perception ◽  
Visual Knowledge ◽  
Artistic Activity ◽  
Art Activities ◽  
Primary School Age ◽  
Junior Students

The article reveals the peculiarities of the formation of aesthetic tastes of junior schoolchildren in art lessons. The content and tasks of artistic and aesthetic development of students are determined by the categories of aesthetic culture, in particular the formation of aesthetic tastes, knowledge, needs, ideals, feelings, development of creative abilities, artistic and aesthetic skills. It was found that the creative nature of the process of formation of aesthetic tastes in the study of art, during art activities as part of the diverse development of personality, requires pedagogical conditions: an acquaintance of junior students with aesthetic, artistic and social content of art as an object of aesthetic tastes; mastering visual knowledge, practical skills and abilities in various types of art activities; use of non-traditional techniques and materials for mastering visual arts; creating a favourable, emotionally rich, humane learning environment in the classroom.The article also highlights the importance of artistic activity in the formation of aesthetic tastes of children of primary school age. During the creation of a certain image or product, students develop artistic taste, observation, creativity, aesthetic perception. In the process of artistic activity, children have the opportunity to embody in works their emotional state, their attitude to the surrounding reality, learn to create the beauty of the world, to notice it in life and in works of fine arts.It is claimed by the author that for the development of imagination, fantasy, creative activity of students, mastering certain knowledge and skills, ability to think, fantasize, it is advisable to use non-traditional drawing techniques that demonstrate an unusual, original combination of materials and tools. Keywords: aesthetic education; aesthetic tastes; art lesson; junior schoolchildren; art activities; pedagogical conditions; means of art; non-traditional drawing techniques.

scholarly journals The development of physical qualities in girls of primary school age by aerobics

2020 ◽  
pp. 23-29
Author(s):  
Valeriy Boiko ◽  
Olena Butok ◽  
Kateryna Kholyavko
Keyword(s):  
Primary School ◽  
Emotional State ◽  
Well Being ◽  
Health Improvement ◽  
School Age ◽  
Health Technologies ◽  
Teacher Responsibility ◽  
Risk Of Injury ◽  
Primary School Age ◽  
Selection Of

The essence and features of the physical development of girls of primary school age are considered in the article. The foundations of the development of physical qualities at the age of 6-10 years are analyzed. The concept of aerobics as an instrument of health improvement is given and its effect on body is indicated. The basic requirements for aerobics classes for girls of primary school age are determined and some of the most favorable exercises for achieving the desired goals are highlighted. The analysis of the research results indicates that the use of aerobic exercises not only contributes to the development of specific physical qualities - speed, strength endurance, agility (coordination), flexibility, but also it is able to develop musicality, memory and attentiveness, stabilize the nervous system, improve psycho-emotional state and general well-being. The pedagogical observation was conducted during the period from September, 14 to November 1, 2020. Its base is ‘Ruda Vorona’ in Irpin. The research involved (n = 20) girls aged 6-10 years. The main obstacles for using the aerobics exercises in the training process are a significant load on the girls' body and a high risk of injury, that increase the level of teacher responsibility and provide for the constant monitoring of the child's health and, if it is necessary, individual selection of exercises. That is why, it is important to use not only traditional general developmental exercises that are common in aerobics and are previously researched, but implement the modern methods, that are based on using innovative health technologies.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

The complex sensorimotor reactions of children of primary school age withheterotropy depending on the vision character

2020 ◽  
pp. 76-77
Author(s):  
O.V. Larionova ◽  
◽  
L.V. Dravitsa ◽  
Keyword(s):  
Primary School ◽  
School Age ◽  
Primary School Age

Цель. Анализ влияния характера зрения (ХЗ)на показатели сложной сенсомоторной реакции на движущийся объект (РДО)у детей младшего школьного возраста с содружественным сходящимся косоглазием (ССК). Материал и методы. Было обследовано 33 ребенка (66 глаз), в возрасте 6–11 лет, с ССК на фонеHm4,6±2,5Д. Сформированы 3 группы, в зависимости от ХЗ, на фоне полной коррекции. 1 группа – 12 детей (24 глаза) с монокулярным ХЗ, угол косоглазия 5,9±4,0°, 2 группа –12 детей (24 глаза)с одновременным ХЗ, угол косоглазия 3,9±3,6°,3 группа – дети с бинокулярным ХЗ – 9 пациентов(18 глаз), угол косоглазия 0,9±0,8°. Всем пациентам проводилось стандартное страбологическое обследование. РДО была исследована с помощью аппаратно-программного комплекса «НС-Психотест»(ООО «Нейрософт). Результаты. Среднее время РДО в 1 группе –29,1±9,5мс, во 2 группе – 16,6±8,4мс, в 3 группе –-12,4±4,1мс (р <0,05). Положительное значение среднегруппового показателя РДО детей 1 и 2 группы является следствием преобладания у большинства обследуемых процессов торможения в ЦНС. Отрицательное значение среднегруппового показателя детей 3 группы является свидетельством преобладающей реакции НС в виде дисбаланса течения нервных процессов в сторону возбуждения в ответ на предложенную нагрузку. Выводы. Отсутствие у детей 1 и 2 группы бинокулярного зрения приводит не только к нарушению аккомодационно-конвергентных взаимосвязей в зрительном анализаторе, но и является причиной изменения зрительной экстраполяции, что приводит к снижению подвижности нервных процессов и преобладанию тормозных процессов в ЦНС(положительное значение средне группового показателя времени РДО детей 1 группы – 29,1±9,5 мс,2 группы – 16,6±8,4 мс).

DEVELOPMENT OF CREATIVE ABILITIES OF THE CHILDREN OF THE PRIMARY SCHOOL AGE IN ADDITIONAL EDUCATION ENVIRONMENT BY MEANS OF DECORATIVE AND APPLIED ARTS LESSONS

2020 ◽  
Author(s):  
Инга Олеговна Гарипова ◽  
Александра Игоревна Ремкус
Keyword(s):  
Primary School ◽  
School Age ◽  
Creative Potential ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
Pedagogical Environment ◽  
Applied Arts

Освещены вопросы формирования творческих способностей детей младшего школьного возраста на занятиях по декоративно-прикладному творчеству в учреждениях дополнительного образования. Рассмотрены педагогические условия, способствующие развитию творческого потенциала детей средствами декоративно-прикладного искусства. In the article, the aspects of forming the creative abilities of the children of primary school age during the decorative and applied arts lessons in the additional education institutions are covered. Pedagogical environment, dedicated to the development of the creative potential of the children by means of the decorative and applied arts lessons is examined.

Reading for Readiness

1998 ◽  
Vol 2 (1) ◽  
pp. 65-69 ◽  
Author(s):  
William K Kay ◽  
Richard Wilkins
Keyword(s):  
Primary School ◽  
Religious Education ◽  
School Age ◽  
The Bible ◽  
The Uk ◽  
Primary School Age

On the basis of a consideration of the processes of reading and comprehending and in the light of the UK Government's literacy drive, it is argued that Religious Education ought to be better equipped to present the Bible to children of primary school age.

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