scholarly journals INTEGRATION OF STEAM EDUCATIONAL ACTIVITIES IN THE FAIRY TALES CREATION PROCESS

2020 ◽  
Vol 26 (1) ◽  
pp. 86-93
Author(s):  
Zinaida Žvinklienė
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Creative Thinking ◽  
Emotional Reactions ◽  
Educational Process ◽  
Preschool Age ◽  
Educational Activities ◽  
Problem Solving Skills ◽  
Creation Process ◽  
Critical And Creative Thinking

At the preschool age, it is crucial for the development of children's linguistic abilities to select and purposefully apply various methods and techniques is crucial. One of the effective ways of speaking and developing a language is fairy tales. STEAM activities are increasingly used in the educational process. The idea was to combine these activities with the creation of fairy tales. We believe that integration of STEAM activities in the fairy tales creation process helps to develop children's linguistic skills, emotion perception and expression, strengthens critical and creative thinking and enables to gain problem-solving skills. Through research and experiments children learn more about their immediate environment. Children unfold their experiences and impressions in their own works. The idea of integrating STEAM educational activities in the fairy tale creation process has been implemented. The children experienced many positive emotional reactions, such as: interest, surprise, curiosity, achievement joy, sense of togetherness and closeness. This encouraged the children to become more interested, to ask questions, to tell about their impressions, to reveal them in their works. Children's critical and creative thinking and ability to solve problems increased. While taking tests, the children learned how to apply the results guessing methods. Keywords: STEAM educational activities, integration, pre-school age, creation of fairy tales.

scholarly journals The originality of the cognitive independence manifestation of the personality of an older preschool-age child

2021 ◽  
Vol 1 (3) ◽  
pp. 106-109
Author(s):  
Vita Melnyk ◽  
Keyword(s):  
School Child ◽  
Creative Thinking ◽  
Social Role ◽  
Opportunity To Learn ◽  
Social Situation ◽  
Individual Characteristics ◽  
Educational Process ◽  
Preschool Age ◽  
School Age ◽  
Educational Activities

The article presents the originality of the cognitive independence manifestation of the cognitive independence of the personality of an older pre-school child. The author has proved that the child’s cognitive independence in older pre-school age is an integral part of the personal development process. The success in developing the cognitive independence of older pre-school children is related to their activation in educational activities based on the skillful implementation of the following didactic principles as awareness, activity and independence, creativity, considering the age and individual characteristics of children in the educational process. Cognitive independence is based on the inclusion of creative tasks in the educational process with a view to nurturing and developing a culture of thought and the ability to learn independently in the environment. An important condition for the development of the child’s cognitive independence is the development of creative thinking, which is ensured not by the child’s reproduction of known patterns and actions, namely, the ability of the child to regroup, to consider new things from different points of view, resort to associations. The formation and development of cognitive independence are divided into three levels: low, medium, and high. This sequence will increase cognitive independence. The older pre-school age is the foundation for the development of the basic skills and abilities that a person needs during lifetime. It provides for synergistic development of qualities and processes, reaching the appropriate age of physical and psychological maturity of emotional, intellectual, and voluntary development. It gives the child the opportunity to learn about a new social situation: the transition to systematic schooling, with a new social role for the pupil and the necessary functions and actions that help to learn new educational activities. It is the maturity of cognitive autonomy that ensures success in the development of educational skills in the next stages of school life. Early school-age education is based on the age of a pre-school child and requires appropriate pedagogical interventions. The prospects for further research could be examined by means of scientific analysis to determine the didactic conditions for the development of the cognitive independence of children before school-age

scholarly journals Structured, Analytical and Critical Thinking in the Educational Process of Future Teachers

2020 ◽  
Vol 10 (3) ◽  
pp. 111-118
Author(s):  
Pavel Beňo ◽  
Patrik Havan ◽  
Sandra Šprinková
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Educational Process ◽  
Point Of View ◽  
Problem Solving Skills ◽  
Main Method ◽  
Level Of Thinking ◽  
Access To Knowledge ◽  
The Right

AbstractIntroduction: In this article, we want to point out what kind of pedagogical and didactic change is being recorded in Slovakia’s education system and we will point out where it could go and develop to achieve positive results. This article is one of the upcoming outputs in the form of paper and study on the provision of structured, analytical and critical thinking (SAC). In the article, it is shown how the situation has changed and how we perceive the attitude of students during the educational process. Next, it is described current problems and inadequacies in the educational process and define how to use a change of thinking to increase motivation and improve access to knowledge.Purpose: In general, there is a consensus that it is important for teachers to be able to guide their students to problem-solving skills (Aktaş & Ünlü, 2013). It is pointed out that, with the right educational tools, such skills can be stimulated, developed and improved (Jordaan & Jordaan, 2005). This article is designed for all levels of education, but we are mostly concerned with educating future educators.Methods: In this paper, there are described methods that can help to improve the quality of thinking of students and thus increase the level of thinking of the whole society. This article take inspiration from important historical personalities as well as relevant current personalities in their professions. Critical, analytical and creative thinking, also based on logical and structured thinking, is our main method of our educational process.Conclusion: In conclusion, it is pointed out the need to develop SAC as a whole. It is important for the general publica to have better skills in SAC, for example, from the point of view of cognitive mistakes in experts, in the field of political literacy, recognition of misinformation and a better general awareness of rational thinking. As can be seen, SAC is not only about education, but it also closely affects society as a whole. It can thus influence the operation of the company, prevent the development of the first-class solutions offered and raise the whole company to a higher level.

scholarly journals Pengembangan Buku Dongeng Berbasis Sainsmatika untuk Meningkatkan Kemampuan Berpikir Kreatif dan Karakter Bersahabat (Development of Science-Based Fairy Tales Book to Improve Creative Thinking Ability and Friendly Characters)

2019 ◽  
Vol 2 (2) ◽  
pp. 73
Author(s):  
Agnestasia Ramadhani Putri ◽  
Ali Mustadi
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
Significance Level ◽  
Fourth Grade Students ◽  
Creative Thinking Ability ◽  
D Model ◽  
Special Region

This research aims to develop an instructional material to improve students' creative thinking and friendliness. This study was developmental research applying the R&D model of Borg & Gall. The subjects were 124 fourth grade students in Yogyakarta Special Region, Gunungkidul. The data collected through interviews, tests, observations, and questionnaires. The appropriateness of the sainsmatika-based fairy tale book was ana- lyzed qualitatively and the effectiveness of it analyzed using a one-way MANOVA test at the significance level of 5%. The findings were as follows: (1) the appropriateness of the sainsmatika-based story tale book gets good category scores for the mathematical content aspect and very good category scores for the science content, media and lan- guage aspect also get very good category score from student-teacher responses. (2) The score of the effectiveness test using one-way MANOVA is 0,000<0.05. Therefore, sainsmatika-based story tale book is able to improve students' creative thinking skills and friendliness.

scholarly journals Fairy Tale Development of Creativity Skills Basic Schools Students

2019 ◽  
Vol 7 (1) ◽  
pp. 28
Author(s):  
Ismail Marzuki
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Creative Thinking ◽  
Social Problems ◽  
Thinking Skills ◽  
Research Subjects ◽  
Research Results ◽  
Analysis Techniques ◽  
Quantitative Data Analysis ◽  
Planning Action

The purpose of this study is to improve students' creative thinking skills in solving social problems proposed to them. The research design takes the form of a cycle starting from initial reflection → planning → action and observation → evaluation and reflection. If the indicator of success has not been achieved in cycle one, the researcher will conduct the second cycle with the same stage. After the data is collected the researcher will analyze the data, the technique used is descriptive quantitative data analysis techniques, namely analysis techniques by presenting data in the form of numbers or percentages to then be described. The first step of the analysis is to make a "suitable list of conformities" between the problems proposed and the answers to the research subjects. This step is to simplify the recapitulation of the answers of the research subjects between the wrong answers and the correct answers. In the list of matches, it has also been shown the category of types of creative thinking that might be given by the research subject.The second step is to calculate the answers of respondents then classified and entered into categories so that the information is more concise and detailed. In this activity, the researcher conducted a tabulation, namely the use of tables so that the data presented were more practical and easily understood besides being more systematic and directed. Third analyzing data means that the answers of respondents are related, aligned, and compared between one another and then described.The results showed that there was an increase in students' creative thinking skills because of the fairy tale activities carried out by researchers and there were positive responses from students to fairy-tale activities/activities carried out by researchers. The results will be disseminated at the research seminar and publish it to an accredited journal. The results seminar is expected to be a place for discussion for researchers, education practitioners, parents of students, especially teachers at the Muhammadiyah Manyar (SDMM) Gresik Elementary School. While publication of research results is expected to be able to enrich the literature of research results, especially those relating to fairy tales and students' creative thinking skills in solving social problems.

scholarly journals Fairy-tale therapy as a way to combat phobias

2020 ◽  
pp. 169-172
Author(s):  
T. S. Gordon
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Creative Thinking ◽  
Low Frequency ◽  
Conflict Situations ◽  
Fear And Anxiety ◽  
Primary School Pupils ◽  
Primary School Age ◽  
Therapeutic Activities

The article considers the fairy-tale therapy as one of the most effective methods to combat phobias and anxiety in primary school age. The author analyses the main aspects of the fairy-tale work, studies its forms, provides examples of creative thinking of primary school pupils, helping to overcome fear and anxiety. Connecting the mind and imagination of a younger schoolboy, the fairy tale helps him find ways and ways to get rid of phobias, aggression and anxiety. The article considers the fairy tale as a tool that presents algorithms for solving specific problems or conflict situations, the consequences of circumstances with a concentrated component of low-frequency emotions, as well as a way to give strength to further fight against fears or even annihilating them. The paper also reviews four types of fairy tales used in therapeutic activities with younger pupils, which have a different mechanism of psychological influence.

scholarly journals CURRENT PEDAGOGICAL TECHNOLOGIES OF FORMATION NATURE AND ECOLOGICAL COMPETENCE OF PRESCHOOL CHILDREN

2018 ◽  
Author(s):  
Nataliia Оshurkevych
Keyword(s):  
Preschool Children ◽  
Environmental Education ◽  
Fairy Tale ◽  
Cognitive Activity ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Main Task ◽  
Research Activity ◽  
The Creation

The current ecological state of the environment determines the relevance of environmental education for the younger generation. The problem of ecological upbringing of children of preschool age is considered in the researches of many scholars and teachers. Based on the study of scientific works, we identified three structural components of the formation of natural and ecological competence of preschool children: cognitive, activity and value-motivational. American scientists, studying the problem of children's attitude to nature, offer the concept of «biofilia» and «biophobia». The scientific approaches to the interpretation of the concept of «pedagogical technology» are generalized and formulated as the creation of an optimally organized educational process, developed on the basis of a systematic approach and aimed at the planned result. It is proved that for the formation of natural and ecological competence of preschool children, it is necessary to use traditional and non-traditional pedagogical technologies in order to implement systematic and targeted educational impact on children, using current methods. Studying the peculiarities of the formation of the ecological and natural competence of preschool children, the necessity of creation and proper use of developing ecological environment in pre-school establishments, organization of children's activities in nature, as well as systematic work with children was clarified. The experience of using pedagogical technologies for the ecological upbringing of preschool children, in particular the creation of an ecological footprint, the technology of regional studies and tourism activities, the experimental research activity of preschoolers in nature and the technology of using the author's fairy tale, which allows raising the level of ecological upbringing of preschoolers and forming the natural and ecological competence of a preschool child, is briefly highlighted. The analysis of the experience of using environmental technologies from different countries proves that the main task of preschool education is to promote environmental education and awareness of preschool children.

scholarly journals RADIO PROGRAMMES ON THE NATIONAL TV AND RADIO COMPANY OF CHUVASHIA FOR CHILDREN AND TEENAGERS IN THE SYSTEM OF SCHOOLCHILDREN UPBRINGING

2021 ◽  
pp. 201-208
Author(s):  
Галина Витальевна Хораськина ◽  
Людмила Александровна Васильева ◽  
Олег Ростиславович Студенцов
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Complex Structure ◽  
Role Playing ◽  
Preschool Age ◽  
Age Group ◽  
Role Playing Games ◽  
The Media ◽  
Radio Programs ◽  
Radio Broadcast

Статья посвящена анализу роли детских радиопередач в обучении и воспитании подрастающего поколения с учетом возрастных особенностей аудитории на примере «НТРК Чувашии» («Национальное радио Чувашии» и «Тăван радио»). Материалом исследования послужили медиатексты, прозвучавшие в радиоэфире «НТРК Чувашии». В основу анализа легли методы эмпирического исследования радиопередач с учетом воспитательной функции звучащего материала. Радиожурналистика с момента своего зарождения отличается четкой возрастной ориентацией на аудиторию. В первой части работы дается психологическая характеристика дошкольников (3-7 лет). Анализируются и оцениваются радиопередачи, относящиеся к этой возрастной группе. В этом возрасте детям свойственна любознательность, непосредственность, подражание взрослым, героям кинофильмов и книг. Дошкольному возрасту свойственны сюжетно-ролевые игры, быстрая смена действий, короткий хронометраж, в радиоэфире звучат голоса персонажей известных сказок. Радиопередачи для данной возрастной группы на «НТРК Чувашии» - «Мĕншĕнкке» (Почемучка) и «Уйăхпи юмахĕсем» (Вечерняя сказка). Радиопередачи для младшего школьного возраста (7-12 лет) отличаются присутствием информационной аналитики. Их отличает сложная структура, наличие нескольких рубрик, обсуждение определенной проблемы и поиск путей ее решения. Это такие передачи, как: «Ачалăх урхамахĕ» (Сивка-Бурка), «Пĕрремĕш утăмсем» (Первые шаги), «Бухты-барахты», «Шăпăрлан» (Непоседы). Эти радиопередачи отличаются и жанровым разнообразием, наличием рецензий, комментариев, бесед. Во второй части анализируются радиопередачи для подростков (11-15 лет) и старшеклассников (15-17 лет). Анализ радиоэфира «НТРК Чувашии» доказывает, что современное региональное радио отличается малым количеством передач для подростков (11-15 лет) и старшеклассников (15-17 лет). В этом возрасте усиливается желание выглядеть старше своих лет, возрастает стремление оградить свою жизнь от контроля взрослых. Очень важно в этом возрасте знакомить старшеклассников с людьми, достигшими больших побед благодаря трудолюбию, стараниям и упорству. Данную цель выполняют передачи«Ырăлăх çăл куçĕ» (Родник добра) и «Шурăмпуç» (Заря). Радиоэфир для подростков и старшеклассников становится более разнообразным и с точки зрения тематики, оригинальности подачи материала, жанрового разнообразия, эмоциональности и экспрессивности. The article is devoted to the analysis of the role of children’s radio programs in the education and upbringing of the younger generation, taking into account the age characteristics of the audience as exemplified by “NTVRC of Chuvashia” (“National Radio of Chuvashia” and “Tavan Radio”). The material of the study was the media texts of “NTVRC of Chuvashia”. The analysis is based on the methods of empirical research of radio broadcasts, taking into account the educational function of the material. Since the very beginning, radio journalism has been characterized by a clear age orientation towards the audience. In the first part of the work, the psychological characteristics of preschoolers of 3-7 years old are given. Radio broadcasts related to this age group are analyzed and evaluated. At this age, children are characterized by curiosity, spontaneity, imitation of adults, heroes of movies and books. Preschool age is characterized by plot-role-playing games, a quick change of actions, short timekeeping, the voices of the characters of famous fairy tales. Radio programs for this age group on “NTVRC of Chuvashia”: “Meshenkke” (Whyer) and “Uyakhpi Yumakhesem” (Evening Fairy-tale). Radio programs for primary school age of 7-12 years old are characterized by information analytics in them. They are distinguished by a complex structure, several headings, discussion of a certain problem and the search for ways to solve it. These are such programs as “Achalakh Urhamakhe” (Sivka-Burka), “Pеrremesh Utamsem” (First Steps), “Buchty-barakhty”, “Shaparlan” (Restless). These radio programs are also distinguished by their genre diversity, presence of reviews, comments and conversations. The second part analyzes radio programs for teenagers (11-15 years old) and senior schoolchildren (15-17 years old). The analysis of the radio broadcast of “NTVRC of Chuvashia” proves that modern regional radio is characterized by a small number of programs for teenagers (11-15 years old) and senior schoolchildren (15-17 years old). At this age, the desire to look older than and become independent from adult control increases. It is very important at this age to introduce senior schoolchildren to people who have achieved great victories due to hard work, diligence and perseverance. This goal is fulfilled by the programs “Yralakh shchal Kushche” (Spring of Good) and “Shurampushch” (Dawn). The radio broadcast for teenagers and senior schoolchildren is becoming more diverse in terms of topics, originality of the presentation of material, genre diversity, emotionality and expressiveness.

scholarly journals Use of works of art in the development of emotional intelligence preschool children

2021 ◽  
Vol 52 (4) ◽  
pp. 327-342
Author(s):  
Vladimir A. Chernobrovkin ◽  
◽  
Diana V. Tupikina ◽  
Yulia V. Karlova ◽  
Ekaterina V. Yakovleva ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Emotional Disorders ◽  
Fairy Tales ◽  
Social Order ◽  
Fairy Tale ◽  
Preschool Education ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Works Of Art

Introduction. At the present stage, the expansion of the range of interests of preschool children is a social order of society for the preschool education system. One of the important tasks of modern education is the development of various forms of personal activity of children, including the development of emotional intelligence. Modern pedagogy faces many problems of a psychological nature. One of the most relevant is the low level of emotional intelligence development. In pedagogical practice, certain difficulties of interaction with preschoolers through the emotional-volitional sphere are noted: features of internal experiences and their influence on the behavioral sphere; a vivid expression of the emotional response; emotional disorders in the form of increased anxiety and fatigue; lack of formation of empathy and empathy; unjustified feelings of fear, etc. Materials and methods. To collect the results, we used theoretical and empirical methods: pedagogical diagnostics, observation, questionnaires, and statistical processing of the research results (Pearson's chi-squared test). The study involved teachers, masters, bachelors of the Nosov Magnitogorsk State Technical University (Russian Federation), as well as children (N = 139), parents, teachers and heads of educational organizations. The results of the study. The program was created and tested for the development of emotional intelligence using works of art, including game-fairy tales, exercises, sketches on fairy-tale plots, and advisory material; in creating and conducting generalizing diagnostics for the development of emotional intelligence, identifying new forms of educational activities and components of the educational process. The study conducted using the chi-square test showed statistical differences (p < 0,05) in the results of the diagnostic data of the ascertaining and control stages, which confirms the effectiveness of the development of emotional intelligence of preschoolers by means of artistic works and methods of fairy-tale therapy. In conclusion, the ways to optimize and solve the problems are outlined.

A FAIRY TALE AS A MEANS OF FORMATION OF MORAL FEELINGS OF CHILDREN OF SENIOR PRESCHOOL AGE

2021 ◽  
pp. 36-42
Author(s):  
Cherepania N.I. ◽  
Rusyn N.M.
Keyword(s):  
Moral Education ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Preschool Education ◽  
Preschool Age ◽  
Moral Norms ◽  
Daily Work ◽  
Educational Establishment ◽  
Different Types ◽  
Ethical Norms

Senior preschool age is a period of active development of ethical norms, rules, the formation of moral feelings and inclinations. It is considered to be the most important stage in the formation of mechanisms of behavior and activity; in the development of the individuality of a preschooler in general. This is due to significant changes that occur in the emotional and volitional, mental development of children, the development of the motivational sphere, communication with coevals and adults, especially acquired by the level of moral culture. Hence, the opportunities for moral education of senior preschoolers are rising nowadays.The article aims at groundingthe possibilities of a fairy-tale as a means of formation moral feelings of children of preschool age; at determining pedagogical and methodical methods of moral education of senior preschoolers by means of fairy tales.The article highlights the notion of fairy-tale as means of formation of moral feelings of children of preschool age. The urgency of the problem under consideration lies in the necessity of formation moral and ethical norms and rules of behavior, which are transmitted to a child due to the influence of fairy tales onto preschooler’s personality. Various types of fairy-tales have been selected and their role in formation of moral qualities have been analyzed. Scientific novelty of the present article is to highlight the algorithm of using pedagogical and methodological techniques to acquaint children with different types of fairy tales and their importance in the development of the personality of the preschooler.Conclusions. Summing up the information mentioned above, it is possible to conclude that the methods of pedagogical work with fairy tales in a preschool educational establishment is caused by the qualitative heterogeneity of this genre. In order to intensify the depth of world concept of fairytales, its metaphorical, moral and social content, emotional connotations to children, the teacher must guide the reading of fairy tales based on the literary specifics of the fairy tale genre, purposefully form the optimal range of skills of preschoolers. In addition, one of the factors of the low level of moral education of preschoolers is the insufficient use of fairy tales and its means in the daily work of the educator of a modern preschool educational establishment. The language of a fairy tale, especially of a folk fairy-tale, is close to a child, it helps a child to solve moral problems, due to clear, determined moral position of characters in a fairy-tale. In the process of implementation of different types of fairy tales, it is advisable to use the following pedagogical and methodological methods and techniques: reading, retelling, describing the illustrations, coloring and drawing fairy tale characters, applying dramatization games, self-composition of fairy tales that contribute to the formation of ethical and moral norms of everyday life. At the same time, this problem demands further study in order to improve the state programs of preschool education, which in turn will increase the level of moral education of preschoolers.Key words: children of senior preschool age, fairy-tale, moral feelings, education, preschool educational establishment.

scholarly journals Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

2020 ◽  
Vol 9 (1) ◽  
pp. 11-21
Author(s):  
W. Sumarni ◽  
S. Kadarwati
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Educational Process ◽  
Local Culture ◽  
Gain Score ◽  
High Category ◽  
Critical And Creative Thinking

Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ critical and creative thinking skills has been investigated. This study involved 230 students from seven high schools in Central Java Indonesia. The data collection was carried out through a set of instruments to reveal the students’ critical and creative thinking skills. The instruments were declared as valid based on the experts’ judgment and showed an Alpha Cronbach score of 0.79 prior to use. The results showed that the ethno-STEM project-based learning was able to improve the average critical and creative thinking skills of students in all indicators varying from low to medium categories. The improvement of students' critical thinking skills was observed by the achievement of the N-gain score, i.e. 52 students (22.6%) achieved a high category, 102 students (44.4%) achieved a medium category, and 76 students (33.0%) achieved a low category. Moreover, an increase in the creative thinking skills was also observed, indicated by the N-gain score, i.e. 63 students (27.4%) were at a high category, 109 students (47.4%) were at a medium category, and 58 students (25.2%) were at a low category. In conclusion, the ethno-STEM project-based learning showed a significant effect on the improvement of students' critical and creative thinking skills.

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