scholarly journals DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL PUPILS

2019 ◽  
pp. 94-101
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
School Psychologists ◽  
Educational Process ◽  
General Level ◽  
Structural Components ◽  
The One ◽  
Primary School Pupils ◽  
Internal Balance

The goal of the article is to substantiating the program of psychological follow-up for the development of the emotional intelligence in primary school pupils in the educational process of primary school and analyzing the results of its empirical approbation. In order to verify the effectiveness of the elaborated program we have conducted a forming experiment and carried out a quantitative and qualitative analysis of the obtained results using the methods of mathematical statistics. 72 pupils (grade 4)were participated in the forming experiment, who were included in the experimental (n=36) andcontrol groups (n=36). It was the same number of boys (18 people) and girls (18 people) in each of them, who had a low and an average levels of emotional intelligence. Diagnostic of the development of emotional intelligence of primary school pupils was carrying out with the help of the questionnaire «EmIn» by D. V. Liusin (Lyusin, 2006). After implementation of the program of psychological follow-up of the development of emotional intelligence in the pupils of the experimental group occurs not only an increase of its general level of the development, but also there are positive changes in its structural components and their indicators. The dynamics of the development of the types of emotional intelligence of primary school pupils after the forming experiment shows, on the one hand, the growth of the internal balance of its structural components, on the other – confirms our assumption about the possibility of its development in general. A developed author's program of psychological follow-up of the development of emotional intelligence of primary school pupils can be used by school psychologists, primary school teachers, parents in order to form the emotional competence of children and ensure the success of pedagogical interaction with pupils.

scholarly journals Development of emotional intelligence of primary school pupils

2020 ◽  
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Intellectual Development ◽  
Human Life ◽  
Well Being ◽  
Educational Process ◽  
School Age ◽  
School Students ◽  
Primary School Pupils ◽  
Primary School Age

Analyzing scientific research, we found the problem of little knowledge of the nature and elements of emotional intelligence of children of primary school age, the directions of its formation. The authors want to reveal the ways of solving this problem, which is complex, contradictory and at the same time relevant and in demand in modern psychological and pedagogical science, more widely in their article. They associate the presence of emotional intelligence of a person with various habits, work, happy moments in life, etc. The less attention a person pays to the development of their own emotional intelligence, the more time he/she will need to settle their own and others' emotions (delight, sadness, joy, irritation, feelings, etc.). In the article: the concept of emotional intelligence, which occupies one of the most important places in human life (it is connected with various spheres of their activity, work, well-being, habits, etc.), is considered; reveals the nature and elements of children’s emotional intelligence, which appears and develops in primary school age. The authors analyzed methods favorable for the formation of primary school pupils’ emotional intelligence, its impact on the behavior of a child, and the increase in academic performance. The relationship between the development of primary school children’s emotional intelligence and such concepts as socialization, communication, adaptation has been established. Primary school teachers should pay attention to the formation of children’s various emotions. Awareness by teachers of the importance of schoolchildren’s emotional intelligence contributes to the focus of their educational activities. After all, each emotion is a manifestation of a certain behavior; implementation of actions; gestures and words with the help of which each person can explain their behavior and actions. In the article: the need to develop primary school students’ emotional intelligence for effective teamwork, successful cooperation, awareness of common interests, discovery of talents, motivation for cooperation, erudition is analyzed; it is noted that during the educational process the intellectual development of children takes place, the improvement of significant personal qualities of a person (independence, hard work, etc.).

scholarly journals Information devices as a factor causing children’s disorders

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 122-130
Author(s):  
Elena Nachinova ◽  
Alla Vasilevskaya
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Negative Impact ◽  
Research Work ◽  
Primary School Children ◽  
Electronic Information ◽  
Educational Work ◽  
Younger Generation ◽  
The One ◽  
Primary School Pupils

The article addresses the problem of the negative impact of the irregular use of electronic information carriers on primary school pupils’ psychophysical development. Foreign researches and WHO data on the allowed time of use of information devices for children and teenagers, their impact on heath, speech and motor development of the younger generation are presented. The concept “information device” is defined, the main contradictions of the active use of information devices by children are described which are resulted, on the one hand, from the impossibility of education and socialisation of the younger generation apart from electronic information devices, and, on the other hand, due to their negative impact on children’s health and psychophysical development. The choice of the age group for the study is substantiated – the primary school age, at which psychophysical and psychosocial changes take place, significant for the entire subsequent period of a child’s schooling. It is emphasised that at this age period children’s computer dependence has not yet formed, even a positive effect of the use of a computer on the mental development of a primary school pupil is noted. At the same time, the use of information devices in the education and leisure of primary school pupils requires a proper organisation of their educational work, balance of various activities, formation of pupils’ conscious behaviour, which will contribute both to the education of the child and his / her proper psychophysical development. The content of the experimental research work, which was carried out at the elementary grades of schools in Odessa region involving second-third-grade pupils and their parents, is described. The results of the surveys represented by pupils and their parents, pedagogical observations, assessment of pupils’ performance, the characteristics of their speech and motor development have shown an increase in the time allotted to children to work with information devices and the negative impact of their irregular use on the psychophysical development of primary school children.

Analysis of Graphical Errors in the Written Works of Primary School Pupils

2017 ◽  
Vol 5 (4) ◽  
pp. 48-50
Author(s):  
Т. Скребец ◽  
T. Skrebec
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Joint Work ◽  
Primary School Pupils

The article presents the results of the study of the written works of primary school pupils, characterizes groups of specific errors committed by pupils of the second and fourth grades during the process of copying, writing dictation and presentation. According to the results of the study, conclusions are drawn that, in comparison with other groups of errors, graphical ones are the most common, and their number increases depending on the complexity of the type of work. This proves the need for purposeful joint work of specialists – participants in the educational process – in order to improve the culture of the graphic writing of junior schoolchildren.

scholarly journals Pedagogical Conditions for Digital Citizenship Formation among Primary School Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 95-115
Author(s):  
Olga Fediy ◽  
Liudmyla Protsai ◽  
Nataliia Gibalova
Keyword(s):  
Primary School ◽  
Critical Evaluation ◽  
Educational Process ◽  
Digital Citizenship ◽  
Control Applications ◽  
World Community ◽  
Project Method ◽  
Initial Stage ◽  
Primary School Pupils ◽  
First Time

The digitalization of the world community implies the need for preparing the citizens for active activities in the virtual environment, critical evaluation of information content, and safe behavior on the internet. Additional importance, in this context, is to be attributed to the need for the formation of digital intelligence (DQ). The initial stage of DQ development is specifically important, as involves the development of digital citizenship. The article presents the results of scientific theoretical and experimental research on the problem of primary school pupils’ digital citizenship formation. The scientific novelty is that for the first time the concepts of “primary school pupils’ digital citizenship” and “a digital citizen”, as well as the criteria, indicators, and levels of its development, have been specified. In addition, the pedagogical conditions of digital citizenship formation have been defined as the project method implementation, based on digital citizenship content; the use of parental control applications; the use of didactic infographics in the informational and educational environment. The article presents the pedagogical model of school pupils’ digital citizenship formation in the educational process. The study was conducted on the basics of the Poltava V. G. Korolenko National Pedagogical University (2018-2020).

scholarly journals Pedagogical potential of gestalt therapy in the context of future primary school teachers’ professional training

2021 ◽  
Vol 1 (3) ◽  
pp. 43-46
Author(s):  
Tetiana Halyna ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Gestalt Therapy ◽  
Self Awareness ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Worth ◽  
Primary School Pupil ◽  
Primary School Pupils

The article reveals the pedagogical potential of gestalt therapy in the context of professional training of future primary school teachers. The influence of gestalt therapy on the development of the emotional sphere of the personality of a primary school pupil is revealed. The main tasks of gestalt therapy in the educational process of primary education are determined. The expediency of using the methods of gestalt therapy in the process of the development of self-awareness and self-worth of the personality of primary school pupils is revealed

EVALUATION OF THE EDUCATION-RELATED ACHIEVEMENTS OF PRIMARY SCHOOL PUPILS – BETWEEN SUPPORTING AND EXCLUSION

2019 ◽  
Vol 20 ◽  
pp. 219-231
Author(s):  
Michał Kowalewski
Keyword(s):  
Primary School ◽  
Social Exclusion ◽  
Primary Education ◽  
School Community ◽  
The Other ◽  
School Practice ◽  
Potential Source ◽  
Other Hand ◽  
The One ◽  
Primary School Pupils

It is expected that today’s school shall, on the one hand – to the greatest extent possible, support a pupil in his or her development and education-related activities, on the other hand – prevent exclusion, so easy to occur in today’s, structurally diversified society. The factor which poses a potential source of social exclusion is the evaluation of education-related achievements of pupils, present in the education-related school practice in the form of a grade. The system of evaluating the education-related achievements, in view of the diversity of results, often introduce stereotypical divisions into “better” and “worse” pupils, resulting in school setbacks, implicating negatively perceived competition as well as distorting the relations within the school community. In view of the aforementioned circumstances, the considerations over the evaluation of education-related achievements seem to be well-founded, particularly in the context of primary education of pupils.

scholarly journals FORMING PRIMARY SCHOOL PUPIL’S EDUCATIONAL AND COGNITIVE ACTIVITY WHILE WORKING WITH DIGITAL INFORMATION

2021 ◽  
Vol 1 (2) ◽  
pp. 34-41
Author(s):  
ANDRIANA SHYSHAK
Keyword(s):  
Primary School ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Cognitive Activity ◽  
Educational Process ◽  
Digital Data ◽  
Digital Information ◽  
Mental Processes ◽  
Cognitive Activities ◽  
Primary School Pupils

The relevance of the research topic is due to the fact that educational and cognitive activities of pupils are formed in the primary school years. A pupil learns the system of competencies gradually, which influences the development of his cognitive mental processes. Taking into consideration the fact that the field of education is in the stage of digitalization, pupils of primary school work with digital information during the educational process. The work with digital data itself is a means of forming educational and cognitive activities of junior pupils. The purpose of the article is to specify the essence of the concepts “educational and cognitive activity” and “digital information”; investigate the features of the formation of educational and cognitive activities of pupils of primary school while working with digital information. In the article educational-cognitive activity is substantiated as activity which is directed on mastering a system of competencies. Therefore development of its cognitive mental processes is carried out. Being a complex category, its components are the educational and cognitive activities of a learner. One of the means of forming educational and cognitive activities of pupils of primary school are work with digital information. It is specified that digital information is information, the creation, storage, transmission and processing of which is carried out by means of information and communication technologies. In the context of digitalization of primary education, the specifics of the gradual acquisition of knowledge, skills, abilities and experience of cognition by the pupils of primary school while working with digital information are outlined: perception, comprehension and understanding, generalization, consolidation and application. The characteristic features of cognitive activity of primary school pupils (sensation, perception, memory, thinking, attention, imagination and speech) were analyzed through the prism of their work with digital information, which are caused by the specific form of educational material and the age characteristics of pupils of primary school. It is determined that motivation is the basis for the formation of educational and cognitive activities of pupils of primary school while working with digital materials; the motives of educational and cognitive activities that relate to the interaction of primary school pupils with digital information are characterized: the desire to learn something new, the desire to learn new ways of action, the desire to work with information and digital media.

scholarly journals PSYCHOLOGICAL CHARACTERISTICS OF MORAL SELF-CONSCIOUSNESS IN CHILDHOOD AND ADOLESCENCE

2020 ◽  
Vol 12 (10(55)) ◽  
pp. 37-46
Author(s):  
Людмила Котлова
Keyword(s):  
Primary School ◽  
Moral Education ◽  
Moral Identity ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Childhood And Adolescence ◽  
Inner Life ◽  
Moral Consciousness ◽  
Moral Self ◽  
Primary School Pupils

The paper presents a theoretical analysis of psychological characteristics of moral self-consciousness during preschool, primary school and adolescence years. It interprets moral self-consciousness as a specific form of moral consciousness, awareness of oneself, one’s moral values, attitudes, qualities, potentials, actions, their motives and consequences, regulation of one’s behaviour and moral self-development. The paper aims to theoretically identify psychological characteristics and mechanisms for developing moral self-consciousness during preschool, primary school and adolescence years. The main objectives are a psychological analysis and the generalization of characteristics of developing moral self-consciousness in childhood and adolescence. Research methods include analysis, synthesis and generalization of scientific works which disclose psychological characteristics of developing moral self-consciousness, as well as identify the mechanisms for developing them in childhood and adolescence. The paper theorizes that self-esteem in preschool becomes one of the leading motives which stimulates child activity. At the same time, the real and the ideal self, as well as a sound grasp of highly values qualities in society, are not yet clearly differentiated in his or her moral self-consciousness. It leads to a major contradiction in the development of the child’s moral self-consciousness, namely, between his or her idealization of himself or herself and experiences associated with how he or she is perceived by others. Self-consciousness starts to develop dramatically at primary school age. The main factors in the development of moral consciousness and self-consciousness of primary school pupils are the sensitivity of their psyche to moral education, an uncompromising attitude to moral requirements for others and the perception of the teacher as a reference person. Self-consciousness is the main newly formed structure of adolescence, namely, when the reflection is developed rapidly, the self-image is formed, the motives of one’s activity are realized, and the inner life is becoming rather intimate. Thus, the period of transition from childhood to adolescence is important and contributes to the development of one’s moral identity. It is during adolescence that “the solid foundation” of the adult’s moral behaviour is laid, and this must be taken into account during the educational process.

scholarly journals Self-regulation in THE emotional intelligence STRUCTURE OF PRIMARY SCHOOL pupils

2016 ◽  
pp. 52-56
Author(s):  
L. Zhuravlоvа ◽  
M. Shpak
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Cognitive Processing ◽  
Structural Component ◽  
Emotional Regulation ◽  
Emotional State ◽  
Sense Of Self ◽  
Self Regulation ◽  
Functional Features ◽  
Primary School Pupils

The article deals with the concept of the emotional intelligence of the individual as a psychological phenomenon, it is analyzed it’s structural and functional features. It is designated that self-regulation is a structural component of the emotional intelligence. We define the emotional intelligence as an integral feature of personality which reflects the cognitive ability of a person to understand emotions and manage them through cognitive processing of the emotional information. The emotional self-regulation provides the ability to manage your emotional state, emotionally easy respond to various life events. The analysis of scientific sources has shown that the concept of «emotion management» is seen in the following meanings: 1) as a general emotional capability; 2) as a structural component of the emotional intelligence. The term «emotional regulation» is more often used in the first meaning, while two components are differentiating: an internal emotional regulation (in the sense of «self-regulation») and an exterior emotional regulation (as a «control expression»). The term «emotional control» is actually used in the second meaning, which is mainly interpreted as a control of one's own emotions and the emotions of other people. We consider the emotional self-regulation on the one hand, as an indicator of behavioural component of emotional intelligence, on the other, as one of the most important psychological mechanisms of it’s development. It is proved that the arbitrariness of regulation of one’s emotional state and behavior is developed with the primary school pupils. It is defined that the emotional self-regulation and the development of emotional intelligence in general provide psychological welfare of the child, helps to preserve his/her mental health.

scholarly journals Modern foreign investigations of difficulties in understanding of texts among primary school pupils

2016 ◽  
Vol 5 (3) ◽  
pp. 83-91
Author(s):  
S.P. Sanina ◽  
M.V. Enzhevskaya
Keyword(s):  
Primary School ◽  
Reading Skills ◽  
Educational Process ◽  
Theory And Practice ◽  
Good Reading ◽  
Canadian Chinese ◽  
Primary School Pupils ◽  
Pedagogical Science

In the article, the reader can observe the experience taken from foreign publications that focus on the problems of teaching primary school pupils how to understand the texts, which is one of the most important universal competences in the educational process. The author studied and analyzed the investigations of American, Finnish, Canadian, Chinese and other scientists in this field. The author found out that during the latest half of the century the quality of reading among pupils has dramatically decreased and has a tendency to get even worse. The most attention in the article was paid to the investigations that demonstrate the possible causes of incorrect reading and understanding of the informative texts among pupils. Among the causes there are: the difficulty of the text that influences the understanding of it, using different methods of teaching how to read the text, the control and evaluation of reading skills etc. In the article there are enlisted the factors that contribute to the better understanding of texts. There are also mentioned some strategies of coping with problems and forming the good reading skills. The scientific works that are mentioned in the article have a great importance in the theory and practice of pedagogical science, as the ability to understand the text correctly is not only important for successful educational process at school, but is also an essential ability in life

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