scholarly journals Creativity and moral capacities

2020 ◽  
Vol 26 (3) ◽  
pp. 28-35
Author(s):  
Galina V. Ozhiganova
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
Creative Thinking ◽  
Turning Point ◽  
Moral Behavior ◽  
School Age ◽  
Cognitive Aspect ◽  
Behavior Study ◽  
Primary School Age ◽  
The Relationship

In the article the possibility of establishing a connection between the creative and moral spheres of the person is discussed. The author analyzes the results of foreign and domestic researches devoted to the study of the relationship between creativity and morality. The concept of "moral capacities" is proposed, its definition is given and three aspects of its study are identified. The results of a study of the relationship between creativity and the cognitive aspect of moral capacities in children of primary school age are presented. The empirical study involved 130 people; age – 7-9 years; boys – 71 people and girls – 59 people. The following methods were used: Torrance Test of Creative Thinking – figural form (study of the creative sphere) and two methods that assess children's ideas about moral behavior (study of the moral sphere). The results obtained show that there is no connection between the indicators of creativity and moral capacities in children of 7-9 years old, which is explained, according to the author, by their age characteristics. When interpreting the results, the specificity of primary school age is considered, associated with a turning point in the child's life.

scholarly journals Features of drawing therapy in the correction of anxiety in primary school children

2021 ◽  
Vol 113 ◽  
pp. 00054
Author(s):  
A.A. Kozhurova ◽  
A.N. Neustroeva
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Research Work ◽  
Primary School Children ◽  
School Age ◽  
Entire Study ◽  
Individual Work ◽  
Primary School Age

The article deals with the study of the nature of anxiety and its impact on personal development, manifested in primary school children. The aim of the study is to identify the features of the influence of drawing therapy on the correction of anxiety in primary school children. The hypothesis of the study is presented as an assumption that the correction of anxiety in children of primary school age will be more successful if a set of classes is used by the method of drawing therapy in compliance with the following pedagogical conditions: classes include various forms of drawing therapy for the correction of anxiety in children, including in remote mode in the conditions of quarantine measures of the pandemic; in the course of classes, adapted individual work is carried out. A description of the entire study on the tasks set is given: to identify the initial levels of anxiety in children; implement an empirical study on the adapted correctional program of drawing therapy and verify the results by monitoring the diagnosis of anxiety in primary school children. The research work is carried out on the basis of school No. 20. Yakutsk, among the students of the 4th grade in the number of 29 people.

Marriage and Neurosis in a Working-Class Population

1963 ◽  
Vol 109 (462) ◽  
pp. 592-598 ◽  
Author(s):  
D. A. Pond ◽  
A. Ryle ◽  
Madge Hamilton
Keyword(s):  
Data Collection ◽  
Working Class ◽  
Primary School ◽  
Social Factors ◽  
School Age ◽  
Marital History ◽  
Primary School Age ◽  
The Relationship ◽  
Selection Of

The present paper continues our study of the parents of children of primary school age, in a sample taken from one of the authors' N.H.S. list. The details of the selection of this population, the methods of data collection, and the absence of any relationship between various social factors and neuroticism, were described in a previous paper (Pondet al.,1963) and are not repeated here. In this paper we report upon the marital history and adjustment of the parents of these 100 families, and investigate the relationship between neuroticism and these factors.

scholarly journals THE DYNAMICS OF PRIMARY SCHOOLCHILDREN’S VALUE-MEANING ORIENTATION

2021 ◽  
Vol 7 (2) ◽  
pp. 59-69
Author(s):  
Iuliia Prykhodko ◽  
◽  
Maryna Lukianenko ◽  
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
Rural Areas ◽  
Value Orientations ◽  
First Year ◽  
School Age ◽  
Pedagogical Practice ◽  
Second Year ◽  
Primary School Age ◽  
Aesthetic Values

Modern economic, cultural, political and social-psychological changes in Ukrainian society, European integration and the national revival are evidence of transformational processes that cause changes in the hierarchy of values and influence young people’s value orientations. Thus, the study of modern primary schoolchildren’s value-meaning orientations is important for psychological science and pedagogical practice. The article purpose is to analyze the implemented empirical study on the hierarchy and dynamics of value-meaning orientations in the primary school age. The article describes the methodology for studying the value- meaning sphere and the essence of the concepts of “values” and “value orientations”. The value- meaning sphere is the core of a personality; it covers an individual’s value orientations and personal meanings. Value orientations are a form of inclusion of social values ​​into an individual activities and behavior; they are formed on the basis of interiorization of the society values ​​. The following methods were used in our empirical study: “Three desires” for first-year schoolchildren (L. Bozovic), “Flower - seven-colors” for second-year schoolchildren (I. Vitkovskaya) and “Unfinished sentences” for third-forth-year schoolchildren (J. Nuttin). The sample consisted of 217 primary schoolchildren in rural areas. Statistical analysis of the obtained ata was carried out using SPSS (v. 25.0). To compare the studied different classes, the Mann-Whitney U-test and the Kruskal-Wallis test (H-test) were used. The hierarchy and dynamics of value orientations at primary school were studied. The upper part in the Table of Value Ranks included: material, hedonistic, nature ​​and altruistic values for first-year schoolchildren; material, family, hedonistic and altruistic values for second-year schoolchildren; altruistic, material, ego-values ​​and values ​​of learning for third-year schoolchildren; altruistic, affiliate ​​and learning values for forth-year schoolchildren. The lower part in the Table of Value Ranks included: existential, affiliate, civic, aesthetic values for first-year schoolchildren; ego-, future profession, civic and aesthetic values for second-year schoolchildren; nature, profession, civic and aesthetic values for third-year schoolchildren; profession, nature, civil and aesthetic values for forth-year schoolchildren. The statistical criteria used in the study found that the value orientations changed depending on primary schoolchildren’s age. Values, which rank increased significantly with age, were: altruistic, existential, civic, affiliate, ego- ​​and learning values. With age, ranks of such values as family, nature, profession, and hedonistic values ​​decreases statistically. The rank of material values ​​somewhat decreases with age, while the rank of aesthetic values ​​remains unchanged throughout the primary school age. They occupy the lower part in the Table of Value Ranks, which, in our opinion, indirectly indicates insufficient attention to aesthetic education, both at school and in family. Thus, the results of our research allow us to assert that primary schoolchildren’s value-semantic orientations change as for their priority ​​during primary school education. These changes are consistent with the patterns of mental development of children at this age and with the changes occurring with the approach of adolescence. Further studies on schoolchildren’s value-meaning sphere are seen in the study of the influence of the locus of control and gender characteristics on its formation, as well as the influence of family education and the media.

scholarly journals Gender characteristics of primary school students’ success in solving tasks in the context of varying extrinsic motivational attitudes

2021 ◽  
pp. 673-691
Author(s):  
Alexander Ivanovich Savenkov ◽  
Olga Ya. Gavrilova
Keyword(s):  
Primary School ◽  
Attributional Style ◽  
Creative Thinking ◽  
Educational Institution ◽  
Psychological Characteristics ◽  
School Age ◽  
Primary School Students ◽  
School Students ◽  
Moscow School ◽  
Primary School Age

The article presents the results of an empirical study of specific characteristics of the success of boys and girls of primary school age in solving convergent problems under the condition of varying motivational attitudes. The study was conducted in the elementary school of the State Budgetary Educational Institution of Moscow “School No. 1561” educational complex in 2016-2018. The study sample includes 239 second-grade students the average age of whom was 8.2 years old. 137 of the study participants were boys and 102 were girls which constitutes 57% and 43% of the sample, respectively. Motivation is assessed via the authors’ modification of N.V. Elfimova’s method “A ladder of motives”, a version of M. Seligman’s Children’s Attributional Style Questionnaire (CASQ) modified by N.A. Baturina and D.A. Tsiring, and the authors’ modification of C. Dweck’s Implicit Theory Scale. The study of the cognitive sphere of the primary school students involves J. Raven’s progressive matrices test, P. Torrance’s test of creative thinking, and E.E. Tunik’s adaptation of J. Johnson’s creativity scale. Within the framework of the experiment, two blocks of convergent tasks are formed: one including non-verbal transitivity tasks (the logical block) and the other containing volumetric and spatial thinking tasks (the spatial block). It is established that the success of primary school students of both sexes in solving convergent tasks is associated not only with the extrinsic motivational attitude constructed through verbal instruction but also with the specific psychological characteristics of the development of the cognitive and motivational spheres in children. The relationship between the success in solving convergent tasks and the psychological characteristics of cognitive development and the motivational sphere differs for boys and girls of primary school age which manifests most intensely in the level of development of the non-verbal component, the leading motivation, and the specifics of the development of the attributional style of explaining success and failure, as well as its particular components.

scholarly journals PREVENTIVE „NON-EXISTENT ANIMAL" DRAWING FOR THE STUDY OF AGGRESSION IN CHILDREN OF PRIMARY SCHOOL AGE BY DECIMATING THE SYMPTOMS ACCOMPANYING „COGNITIVE DISMODERATE INTERCOURSE”

2019 ◽  
Vol 30 (2) ◽  
pp. 465-471
Author(s):  
Vesela Ivanova Bozhkova
Keyword(s):  
Primary School ◽  
Point Of View ◽  
Self Control ◽  
School Age ◽  
Behavioral Deficits ◽  
The People ◽  
Primary School Age ◽  
Negative Feelings ◽  
The Relationship ◽  
The Town

The studied students are from the fourth grade, the town of Kyustendil. The drawing of the "Non-existent animal" aims to prevent the essence of the problem of working at the level of primary prevention of aggression in children of primary school age. The following criteria are distinguished in order to analyze the symptom of the "non-existent animals" depicted by children: the preventive symbolic meaning of the depicted objects; preventative importance of colors; degree of aggression; the presence of decorative details. The preventative approach in the drawing is based on the stage in which children painting the non-existent animal, drawing themselves in situations of social communication. When children accumulate in their minds subjective, emotional estimates of their intercourse with their peers, they as a result of cognitive psychological stress sharpen their feelings of being suppressed. Students begin to experience inwardly negative feelings, as a result of which they push these experiences unconsciously and at a conflict moment of perturbation from the external environment with which they communicate, these emotions of emotion in the children are unleashed. At such times, children with lower self-control outweigh the aggressive manifestation of a calm reaction that avoids the aggressive outburst. There are situations where the propensity of children to irritable behavior leads to behavioral deficits in my forms of communication with others. When there is an unfavorable relationship between children, they start distancing and non-acceptance of the other's point of view, and then begin to feel lonely as a factor in „cognitive dismoderate intercourse". Incomplete interactions between children help to ignore the essential moments of communication between children; in practice, incorrect feedback is broken in the course of cognitive processes in communication. There is a distance, not a clarification of the relationship. A small percentage of children start sharing their emotions even with their loved ones. In practice, children do not clarify their positions and relationships with peers and those with whom they have problematic interactions. In this way, children reconstruct in their minds subjective assumptions about the actual irritants leading to aggressive manifestations. Children begin to get angry at themselves and the people they communicate with on every occasion, even with the most common remark. These children are predominantly irritable, especially among the students, which contributes to the escalation of their aggressive behavior. Children do not realize what behavior they actually have and how it affects the people they communicate with. They lack the proactive behavioral standard. Subsequently, there is an imbalance between perceptual views of children and their classmates about attitudes related to problematic issues. In practice, there is an incorrect refraction of the feedback in the process of communication between children, and the focus on their own perceptual attitudes comes to the fore. Emphasizing on one's own views and neglecting the corrective preventive attitude of adult authority on the problematic situation only reinforces the process of „cognitive dismoderate intercourse", among children.

scholarly journals Developing creativity in mathematics instruction

2021 ◽  
Vol 70 (2) ◽  
pp. 165-176
Author(s):  
Irena Vasojević ◽  
Zora Krnjaić ◽  
Nena Vasojević
Keyword(s):  
Primary School ◽  
Gifted And Talented ◽  
Creative Thinking ◽  
Mathematics Instruction ◽  
Educational Process ◽  
School Age ◽  
School Subjects ◽  
Creative Abilities ◽  
Primary School Age ◽  
Development Of Students

This paper aims to highlight the importance and the possibilities of developing creativity and creative thinking in mathematics instruction. One of the key tasks of the educational process in schools is the stimulation and development of students' creative abilities. Students' creative abilities and divergent forms of working with them are not restricted to specific areas and fields of human activity; rather, it is a matter of the specific and distinctive qualities of the development of creativity and creative expression in certain areas, or school subjects. The paper examines the need and the possibilities of developing creative thinking in children of primary school age and in mathematics instruction in the lower and upper grades of primary school, since creativity is not linked exclusively to art or certain fields or school subjects, nor is it the privilege only of gifted and talented children and students.

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