scholarly journals FORMATION OF MUSIC AND PEDAGOGICAL EXPERIENCE OF MUSIC ART TEACHERS GENERAL EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 1 (190) ◽  
pp. 56-62
Author(s):  
Volodymyr Сherkasov ◽  
Keyword(s):  
Primary School ◽  
School Curriculum ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Teacher Student ◽  
Music Lessons ◽  
Compositional Styles ◽  
The Impact

The article proves the possibility of forming the ability to understand music by primary school students. The influence of program works of the school program on the perception and understanding of music of different genres is proved by concrete examples. The educational influence of works of musical art on the formation of the artistic and emotional sphere of personality is proved. The formation of the ability to understand works of music by primary school students occurs in a certain sequence based on teacher-student interaction, both in music lessons and during extracurricular work on artistic and aesthetic education of primary school children. The collective type of creativity, inherent in the assimilation of the values of musical art, obliges the subjects of the educational process to comply with certain requirements for the organization of joint activities. In accordance with modern music-pedagogical technologies, which enable the effectiveness of the learning process, there are certain requirements for the perception of works of music of different genres and compositional styles provided by the school curriculum. Thus, the quality of the impact of music on primary school students depends on certain factors. Because, according to the school curriculum, music lessons are united by a common theme, which makes it possible to organize work with children in such a way as to give first-graders the opportunity to talk about their favorite music. To do this, prepare and ask the class a few questions, such as: remember what songs you sang or heard from radio and television programs that focused your attention and you liked ?; what song do you dream to sing ?; what dance music do you like Such a conversation should take place in a friendly atmosphere, and children's responses should be supported and evaluated positively. The teacher's tolerant attitude to any thoughts, feelings and expressions of students gives the child confidence in their own abilities, determination and activity in further work.

scholarly journals OPEN PRACTICE-ORIENTED TASKS AS A TOOL FOR THE DEVELOPMENT OF INFORMATION LITERACY OF PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 2 ◽  
pp. 558-569
Author(s):  
Larisa Sergeeva
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Children ◽  
Literacy Development ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Actual Problem ◽  
Stages Of Learning

The article deals with the actual problem of organizing the educational process aimed at developing information literacy in schoolchildren when studying mathematics at one of the most difficult stages of learning - at the stage of transition from primary to basic school. This paper describes some areas of information literacy development in primary school students; the analysis of the main groups of actions, with the help of which the ability of younger students to work with mathematical information can be formed; describes the results of the performance by younger students of a set of tasks aimed at the formation of information literacy based on the work of students with open practice-oriented tasks. The empirical experience of using the proposed methodology and the analysis of the results obtained made it possible to obtain data on the level of mastery of information literacy by younger students.

scholarly journals Development potential of information and communication technologies for formation of music understanding in primary school pupils

2019 ◽  
Vol 66 (3) ◽  
pp. 167-171
Author(s):  
Denys Makovskyi
Keyword(s):  
Primary School ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Primary School Students ◽  
School Students ◽  
Development Potential ◽  
Music Lesson ◽  
Music Lessons ◽  
Information And Communication

The article is devoted to the educational and developmental potential of information and communication technologies for the formation of understanding of music in primary school students at the music lesson. Psychological characteristics of younger school age – inquisitiveness, emotionality, mental activity, immediacy, openness, trustworthiness, their belief in the undeniable authority of the teacher and willingness to fulfill any of his tasks are favorable conditions for affirmation of broad social motives at this age responsibility, understanding of the need for training etc. The possibility of a teacher in music lessons using various computer programs: MIDI, Musical Instruments Digital Interface, Garage Band, FlexiMusic Composer, FL Studio, Finale, Sibelius. The use of modern computer technology in music lessons in primary school makes learning bright, unforgettable, interesting for the student, contributing to the formation of cognitive skills in students, forming an emotional-positive attitude to the arts. After all, the use of information and communication technologies in the classroom increases the level of understanding of music in primary school students. Various and multifaceted psychological and pedagogical tasks of informatization of the educational process in primary school students are highlighted, namely: development of communication skills; correction of mental and emotional states; development of the emotional sphere of the child's personality; formation of selfpresentation skills; setting up an emotionally-supportive atmosphere in the classroom. The use of information and communication technologies in music lessons contributes to the educational and development potential of primary school students to form an understanding of music, namely: motivation; individualization and differentiation; cognitive development of the child; forming a culture of educational activity and information culture. Thus, the problem of educational and development potential of primary school students by means of information and communication technologies does not lose its relevance. The introduction of information and communication technologies into the educational process for forming the understanding of music in primary school students in a music lesson is a complex process that is caused by individual psychological characteristics, personal experience, emotional and sensual sphere. Key words: educational and development potential, information and communication technologies, understanding, primary school students, music lesson.

Formation of research skills of younger students in the learning process «World cognition»

2020 ◽  
Vol 45 (4) ◽  
pp. 184-194
Author(s):  
Z. Koishebayeva ◽  
◽  
G. Zhussupbekova ◽  
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
Research Activity ◽  
School Students ◽  
Research Skills ◽  
Subject Knowledge ◽  
Research Activities ◽  
Main Emphasis

This article is devoted to the formation of research skills and abilities of younger students in the process of teaching the subject «Knowledge of the world». The research is based on the ideas and views of foreign and domestic scientists. The essence of the concepts «research activity» and «research skills»is defined. The main emphasis is based on the features and specifics of the development of research skills of primary school students. The authors consider the research skills of primary school children through the prism of interrelated conceptual categories: «research», «skills and abilities», «research activity». Describes some aspects of the organization of the educational process and indicates the need for pedagogical influence on the process and content of research activities, which determines the formation of younger students research skills. The authors propose a technological map of an optional lesson on the formation of research skills and abilities for primary school students.

scholarly journals ПОТЕНЦІАЛ ГРИ В РОЗВИТКУ ЕМОЦІЙНОГО ІНТЕЛЕКТУ МОЛОДШИХ ШКОЛЯРІВ НА УРОКАХ ЧИТАННЯ

2021 ◽  
Vol 1 (2) ◽  
pp. 97-107
Author(s):  
I.G. SUKHOPARA ◽  
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Reading Skills ◽  
Emotional State ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Basic Reading Skills ◽  
Intelligence Development

The focus of the educational process on the development of emotional intelligence, the tasks of the adaptation-play period, the possibility of reading lessons for the development of the emotional sphere of junior schoolchildren determined the relevance of the chosen topic. We understand the development of emotional intelligence of primary school children as a process and result of quantitative and qualitative changes in the emotional and intellectual spheres of the child, aimed at the ability to express, understand their emotions, manage them, understand and influence the emotional state of others to establish friendly, tolerant relationships, success. Reading lessons have a special emotional atmosphere, give the opportunity to introduce the child to the complex world of human emotions, to observe and live a certain emotional state with the characters of works of art, at the same time, to express their emotions, understand their feelings. The basic reading skills of pupil of 1-2 grades concerning the development of emotional intelligence in reading lessons in accordance with the requirements of the State Standard of Primary Education are outlined. The conditions for the development of emotional intelligence of primary school students in reading lessons are given. The potential possibilities of the game as interactive have been identified; free, unforced, desirable; fascinating; open, figurative, expressive, creative activity of primary school students. The scheme of types of games for reading lessons and their influence on the development of components of emotional intelligence of junior schoolchildren is presented. Games that affect the development of emotional intelligence are characterized in accordance with its structural components: games that create a positive mood, relieve psychological stress in students; aimed at adequate expression of their own emotions, feelings, emotional response to reading and recognizing the emotions of others; focus on emotion management; help to master the techniques of interaction, communication, understanding of others, joint solution of the problem; use theatrical techniques, staging; aimed at expanding students' knowledge of emotions and feelings. Key words: game, emotional intelligence, development of emotional intelligence, reading lessons, junior schoolchildren.

The reality of educational transformations for primary school students under the Corona pandemic from the point of view of school principals in the Northern Jordan Valley: واقع التحولات التربوية لطلبة المرحلة الأساسية في ظل جائحة كورونا من وجهة نظر مدراء المدارس في لواء الأغوار الشمالية

2021 ◽  
Vol 5 (41) ◽  
pp. 71-58
Author(s):  
Mohammad Mahmoud Hilal Alsmairat Mohammad Mahmoud Hilal Alsmairat
Keyword(s):  
Primary School ◽  
School Principals ◽  
Educational Process ◽  
Point Of View ◽  
High Rate ◽  
Primary School Students ◽  
Spatial Presence ◽  
Jordan Valley ◽  
School Students ◽  
Northern Jordan

  The study aimed to identify the reality of educational transformations for primary school students in light of the Corona pandemic from the point of view of school principals in the Northern Jordan Valley. A number of (35) principals in the Northern Jordan Valley were chosen intentionally, and the study reached the following results: the results of the interviews of the respondents showed that the educational relations were limited and transformed from the school system with its elements to the home system with its elements, and to the transfer of the process of receiving the educational authority From administrators and teachers in the school to parents and older brothers at home, and because of the shift in the spatial presence and the abolition of the role of the director and the teacher as an educational process and its transfer to the educational platforms that came during the Corona pandemic, the educational burden and follow-up became entrusted to a very high rate estimated at (80%). As the student’s dependence on himself and his parents, and in light of the results of the study, the researcher made several recommendations for the need to conduct more studies and research Related to the educational reality and its transformations in light of the Corona pandemic at other age and educational stages, and the need to think of solutions to students’ problems resulting from their confinement to educational platforms and their lack of mixing with their peers.

scholarly journals The Effectiveness of a Music and Movement Program for Traditional Dance Teaching on Primary School Students’ Intrinsic Motivation and Self - Reported Patterns of Lesson Participation

2017 ◽  
Vol 8 (1) ◽  
pp. 227-236
Author(s):  
Lykesas Georgios ◽  
Dania Aspasia ◽  
Koutsouba Maria ◽  
Nikolaki Evgenia ◽  
Tyrovola Basiliki
Keyword(s):  
Intrinsic Motivation ◽  
Primary School ◽  
Instructional Program ◽  
Control Group ◽  
Teaching Model ◽  
Primary School Students ◽  
School Students ◽  
Traditional Dance ◽  
The Impact ◽  
Experimental Group

Abstract Research evidence on traditional dance teaching has shown how important it is for primary school education to institute reforms and present new ways of intervention in order to contribute effectively to the overall development of the child's personality. The aim of this research is a) to demonstrate the effectiveness of a music and movement instructional program on traditional dance learning, in terms of primary school students patterns of self-reported positive learning experiences and active lesson participation and b) to examine its impact on students’ internal motivation to play and dance with a more enjoyable and creative mood. During a period of six months 80 students (34 boys and 46 girls) aged between 9-10 years old, took part in the research. They were divided into two groups, the experimental group (N = 40) and control group (N = 40). The experimental group was taught Greek traditional dances according to a Music and Movement teaching model, while the control group was taught the same dances with a direct teaching model. The impact of the two models on students’ motivation to participate actively during the lesson was tested with the use of the Intrinsic Motivation Inventory (IMI). The results showed that the use of Music and Movement teaching models can have a positive impact on students’ intrinsic motivation and active participation in the course of traditional dance.

scholarly journals Association between breakfast-eating habit and attention-concentration in primary school children: a cross-sectional study in Badung District

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Ni Made Ari Sukmandari ◽  
Ni Wayan Septarini ◽  
Gede Ngurah Indraguna Pinatih
Keyword(s):  
Primary School ◽  
School Children ◽  
Cross Sectional Study ◽  
Primary School Children ◽  
Sectional Study ◽  
Eating Habit ◽  
Primary School Students ◽  
School Students ◽  
Cross Sectional ◽  
Breakfast Eating

AbstractBackground and purpose: One of the main benefits of breakfast-eating habit for schoolchildren is to maintain the attention-concentration. The current trend shows a steady decline in the breakfast-eating habit among primary school children. This present study aims to examine the association between breakfast-eating habit and attention-concentration in primary school children.  Methods: A cross-sectional study was conducted involving 160 primary school students year 5 and 6. Samples were selected from six public primary schools within two villages. There were a total of 16 classes of year 5 and 6 in these six schools, and five classes were selected randomly. All students from the selected classes included in the study. Attention-concentration was measured using a digit symbol test, and breakfast-eating habit and total calories intake were measured using the recall 24 hours and a standardised questionnaire. Multivariate analysis with logistic regression was employed to examine the association between breakfast-eating habit and attention-concentration.Results: The majority of students were found to have good concentration (60.63%), with breakfast-eating habit (75.00%), and consumed sufficient amount of calories (53.13%). Our multivariate analysis found a significant association between breakfast-eating habit and attention-concentration among schoolchildren (AOR=14.0; 95%CI: 4,9–67,8).Conclusions: Students with breakfast-eating habit tend to have a good attention-concentration. The total calories intake during breakfast is not associated with attention-concentration among primary school students in Badung District.  

REFLECTIVE PRACTICES FOR THE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN EDUCATIONAL INDEPENDENCE

2021 ◽  
Author(s):  
Мария Сергеевна Новикова
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Educational Environment ◽  
The Self ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Self Reflection

В статье ставится проблема развития рефлексии младших школьников. Раскрывается значение рефлексивных практик как продуктивного инструмента формирования учебной самостоятельности, способности к самооценке, творчеству и самосовершенствованию. Выделены принципы построения образовательной среды, способствующей личностному развитию школьников в рамках рефлексивно-позиционного подхода. The article raises the problem of developing the self-reflection of primary school students. It reveals the significance of reflexive practices as a productive tool for the formation of educational independence, the ability to self-assessment, creativity and self-improvement. It highlights the principles of creating an educational environment fostering personal development of schoolchildren within the framework of the reflexive-positional approach.

DEVELOPMENT OF NON-VERBAL MEANS OF COMMUNICATION IN PRIMARY SCHOOL CHILDREN WITH STUTTERING IN THE PROCESS OF COMPLEX CORRECTION

2021 ◽  
pp. 249-252
Author(s):  
Yu. A. Kalyaeva ◽  
Keyword(s):  
Primary School ◽  
Social Relationships ◽  
School Children ◽  
Primary School Children ◽  
Social Activities ◽  
Primary School Students ◽  
School Students ◽  
Social Rehabilitation ◽  
The Social

The article reveals the need for the development of non-verbal means of communication in primary school students with stuttering, the ultimate goal of which is the social rehabilitation of a stuttering child, which includes not only the re-education of his personality and speech, but also the development of social relationships in order to integrate the acquired knowledge into educational and social activities.

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