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.

Development of creative abilities of the children of the primary school age in additional education environment by means of decorative and applied arts lessons

2021 ◽  
Author(s):  
A. I. Remkus ◽  
I. O. Garipova
Keyword(s):  
Primary School ◽  
School Age ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
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.

Teaching Younger Schoolchildren to Heuristic Methods for Solving Creative Problems in the Course of Extracurricular Activities

2019 ◽  
Vol 6 (6) ◽  
pp. 24-28
Author(s):  
Т. Малинкина ◽  
T. Malinkina ◽  
Е. Соловьева ◽  
E. Solov'eva
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Extracurricular Activities ◽  
Research Method ◽  
Heuristic Methods ◽  
School Age ◽  
Creative Potential ◽  
Program Approach ◽  
Creative Abilities ◽  
Primary School Age

The article reveals the features of teaching younger schoolchildren to heuristic methods for solving creative problems using elements of the “Theory of Inventive Problem Solving” technology implemented in the process of extracurricular activities. The program approach to the organization of circle work of the general intellectual direction, focused on the development of creative abilities of children of primary school age in extracurricular time is considered. As a research method, the authors used an experimental experiment, including the diagnosis of the creative potential of pupils of primary school age.

scholarly journals Formation of Adaptive and Integrative Potential of Children with Mental Retardation in Artistic and Creative Activities

2019 ◽  
Vol 21 (8) ◽  
pp. 164-186
Author(s):  
O. A. Denisova ◽  
T. V. Gudina ◽  
I. A. Bukina ◽  
O. L. Lekhanova ◽  
A. V. Selina
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
Social Relations ◽  
Practical Significance ◽  
Diagnostic Tools ◽  
Russian Society ◽  
School Age ◽  
Close Cooperation ◽  
Primary School Age ◽  
Additional Education

Introduction. Over the past decades, Russian society has seen an increase in humanistic trends related to a more attentive and more careful attitude towards the qualitative diversity of society than before. In particular, there are significant changes in the education and upbringing of children with mental development problems (deviations or disorders). Creating the conditions for the full and dignified existence of such children is impossible without their inclusion in social relations, without the support of the process of formation of their individuality, which is particularly significant at the early stages of ontogenesis, when the foundations are laid down and cultural and social norms of behaviour are learned.The aims of the present publication are the following: to describe diagnostic tools for identifying the level of formation of the adaptation and integration potential of children with mental retardation of primary school age; to demonstrate the ways of this potential development by means of artistic and creative activities.Methodology and research methods. The research was based on the principles of individualisation and differentiation of correctional and pedagogical process; the capacities, characteristics of development and needs of each child; systemacity of training with close cooperation of all its participants; compliance of requirements, methods, techniques and educational conditions with individual and age characteristics of students. In the course of the experiment, a complex of diagnostic and correctional-developing methods was used: “Finish the Story” (G. A. Uruntayeva, Yu. A. Afon’kin), “Story Pictures” (R. R. Kinina), “Rukavichki” (G. A. Zuckermann), etc. The obtained data were processed through a mathematical method of assessing the significance of differences using the Spearman’s rank correlation coefficient.Results and scientific novelty. The research presents the developed and tested methodology of diagnostics of adaptive and integrative potential of children of primary school age with mental retardation. This methodology was developed in educational establishments, including children’s art schools. The criteria and qualitative characteristics of the levels of formation of this potential are highlighted. Three of its structural components – cognitive, emotional and behavioural – are identified, which are proposed to be developed through artistic and creative activities with close cooperation of specialists of the school support service, parents and teachers of additional education. Such activities are considered as a specially organised process with personal-oriented goals, in which art acts as a determinant of the socio-cultural formation of a child’s personality and contributes to his or her successful inclusion in the school community of peers and further socialisation. The idea and concept of improving correctional and pedagogical work with children with special educational needs through artistic creativity are based on: the predisposition of any child to it, regardless of the presence/absence of any nosology; the accessibility for everyone of this way of learning the world around.Practical significance. The research materials can be used in the practice of special psychologists, rehabilitators, defectologists, teachers of children additional education, as well as in the system of training, advanced training and retraining of pedagogical personnel.

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.

scholarly journals Development of artistic abilities of preschool and primary school age children in the digital educational environment of additional education

2021 ◽  
Vol 106 ◽  
pp. 03007
Author(s):  
Svetlana Emanova ◽  
Anastasia Ryleeva ◽  
Elena Khomutnikova ◽  
Natalia Komarova ◽  
Natalia Usynina
Keyword(s):  
Primary School ◽  
Virtual Education ◽  
School Age Children ◽  
School Age ◽  
Creative Activity ◽  
Successful Development ◽  
Operational Diagnostics ◽  
The Individual ◽  
Primary School Age ◽  
Additional Education

With the help of the technology of operational diagnostics of artistic abilities, the potential inclinations of artistic and creative activity in children of preschool and primary school age were identified and the range of identified interests in additional education programs was realized. Two groups of respondents of different ages were examined: 6-7 years old in the amount of 45 persons, 9-11 years old in the amount of 85 persons. In the course of the study, it was concluded that the technology of operative diagnostics of artistic abilities is effective at any of these ages. There is a correlation between the motivational and operational readiness of the individual and the success of artistic and creative activity. We have selected the most effective forms of virtual education for the successful development of children’s artistic abilities.

Plot and game techniques of disciplining junior schoolchildren in choreographic activity

2021 ◽  
pp. 55-64
Author(s):  
Ekaterina D. Vasileva ◽  
Evgenii А. Alisov
Keyword(s):  
Game Theory ◽  
Primary School ◽  
School Age ◽  
Developmental Learning ◽  
Criteria And Indicators ◽  
Scientific Level ◽  
Cultural Phenomenon ◽  
Primary School Age ◽  
Additional Education ◽  
Methodological Aspects

We consider the diagnostic and methodological aspects of disciplining junior schoolchildren in choreographic activity. In accordance with the selected criteria and indicators of a criterion-diagnostic toolkit we develop a system of plot-game techniques for disciplining junior schoolchildren in choreographic activity. The concrete scientific level of work is provided by game theory, which considers it as a cultural phenomenon, as an activity that occurs at a certain stage of ontogenesis; theories and concepts of personality individuality, ideas about a person as a subject of activity and life; theories of developmental learning; modern theories and concepts of personality-oriented education and upbringing. The results of the study can be used by teachers of additional education of artistic orientation working with children of primary school age to develop methodological materials and recommendations.

scholarly journals DEVELOPMENT OF CHILDREN COMMUNICATION AT PRIMARY SCHOOL AGE IN COMPUTER-ORIENTED ENVIRONMENT

1970 ◽  
Vol 8 (4) ◽  
Author(s):  
Galina P. Lavrentieva
Keyword(s):  
Primary School ◽  
Information Technologies ◽  
School Age ◽  
Research Results ◽  
Education Environment ◽  
Primary School Age

The research results of information technologies influence as education environment constituents on development of children communication at primary school age are presented in the article.

scholarly journals DEVELOPING CREATIVE ABILITIES OF PRIMARY SCHOOL CHILDREN USING TEXTS OF DIFFERENT GENRES OF CHILDREN’S AND MATERNAL FOLKLORE

2020 ◽  
Vol 34 (4) ◽  
pp. 14-23
Author(s):  
Svetlana V. Supriaga ◽  
Keyword(s):  
Primary School ◽  
School Children ◽  
Fairy Tales ◽  
Folk Art ◽  
Primary School Children ◽  
School Age ◽  
Folk Culture ◽  
Primary Schoolchildren ◽  
Creative Abilities ◽  
Primary School Age

Maternal and children’s folklore is considered as one of the unique phenomena of Russian folk culture. Particular attention is paid to the fact that the genres of oral folk art not only lay the foundations for the transmission of spiritual traditions to subsequent generations, but also contribute to the formation of a child’s national identity. The definitions of “creative abilities” as a concept are given in relation to the primary school age, since at this stage in the child’s personality a number of properties that characterize him as a creator are manifested. It is proved that the use of examples from lullabies or legends, fairy tales, proverbs and riddles broadens the horizons of children, create patriotic feelings, awakens interest in History, Literature and develops speech. The former allows developing the creative abilities of primary schoolchildren. The author dwells on the psychological, pedagogical and methodological conditions necessary for the development of creative abilities. In particular, with the help of works of oral folk art included in the process of teaching and upbringing, it is possible to develop children’s creative abilities. Keywords: creativity, primary school age, education, upbringing, oral folk art, children’s folklore, maternal folklore.

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).

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