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.

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.

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 Preparation of Future Teachers for the Formation of Information-Digital Competence of Primary School Age Students Through the Prism of a Competence-based Approach

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 75-83
Author(s):  
Kseniia Sinenko ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Age ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Age ◽  
The Impact

The article is devoted to the actual problem of the professional training of future primary school teachers for the formation information-digital competence of primary school age students from the point of view of the competence-based approach. The urgency of the problem under study has been proved, taking into account the transformation processes taking place in society, in particular: digitalization, updating the content of education, the impact of the consequences of a global pandemic, etc. The essence of the concepts «competence», «competence-based approach», «information-digital competence» has been determined. The priority of the competence-based approach to the problem of professional training of future primary school teachers, including the formation of various competencies of primary school age students, is noted. The leading competencies that make up the information-digital competence of a primary school teacher have been determined (the ability to: navigate the information space, search and critically evaluate information, operate it in professional activities; effectively use existing and create (if necessary) new electronic (digital) educational resources, use digital technologies in the educational process) and a primary school age students (the ability: to understand the essence of information, analyze it, search in different sources and critically reflect on it; to use media for educational purposes; to effective communication on the Internet; to create and distribute various content on the network Internet).

scholarly journals System of Psychological and Pedagogical Support of Children with Severe Speech Disorders

2019 ◽  
Vol 4 (4) ◽  
pp. 53-61
Author(s):  
O.V. Mikhailova
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Primary School ◽  
Speech Disorders ◽  
Educational Process ◽  
School Age ◽  
Pedagogical Competence ◽  
Speech Therapist ◽  
Primary School Age

The article gives an example of the system of psychological and pedagogical support of children of preschool and primary school age with severe speech disorders in the conditions of “Adaptive school — kindergarten No. 292” of Omsk. Psychological-medical-pedagogical consultation is the link that allows you to track the dynamics and effectiveness of the adaptive institution specialists. The goals of psychological and pedagogical support are named, the main stages of psychological and pedagogical support of a child with severe speech disorders in the educational process are revealed. The example of interaction of the teacherpsychologist with the teacher-the speech therapist, the musical specialist, the instructor on physical education is given. The example of building a system of work of the institution clearly shows the need for interaction of all specialists of the institution in order to prepare children for education in secondary schools. Special attention is paid to work with parents and teachers to improve the psychological and pedagogical competence of all participants in the educational process.

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 Neuropsychological Support of Education and Creative Activity of Primary School Age Children with Special Educational Needs

2021 ◽  
Vol 12 (3) ◽  
pp. 105-126
Author(s):  
Larysa Sushchenko ◽  
Liudmyla Lysohor ◽  
Olena Pavlyk ◽  
Oksana Shvets ◽  
Myroslava Kulesha-Liubinets ◽  
...  
Keyword(s):  
Primary School ◽  
Emotional Disorders ◽  
Extracurricular Activities ◽  
Educational Needs ◽  
Educational Process ◽  
School Age Children ◽  
School Age ◽  
Psychomotor Skills ◽  
Special Educational Needs ◽  
Primary School Age

It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils. It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.). Means of neuropsychological correction are presented, which are represented by two blocks: formation and development of a sensorimotor component of higher mental functions and development and correction of cognitive functions and components that are part of them. The organizational and pedagogical conditions for the development of junior schoolchildren's creativity with special educational needs have been developed and experimentally tested, in particular: the creation of a creative development environment through the introduction of game teaching methods; intensification of subject to subject interaction of participants of the educational process in the conditions of inclusive education based on partnership pedagogy; maximum enrichment of subjects with creative content to increase the experience of creative self-expression of students in lessons and extracurricular activities successfully tested during the formative stage of the experiment.

scholarly journals EDUCATIONAL AND COGNITIVE VALUE OF LEZGIN FOLK RIDDLES

2020 ◽  
pp. 57-60
Author(s):  
Aida Ruslanovna Gasharova
Keyword(s):  
Primary School ◽  
Distinctive Feature ◽  
Intellectual Development ◽  
Educational Process ◽  
Emotional Impact ◽  
School Age ◽  
Cognitive Value ◽  
Learning Function ◽  
Primary School Age

The article considers the role of Lezgin folk riddles in the educational process. A distinctive feature of riddles as a folklore genre is the exceptional power of emotional impact on the listener. Initially, they developed and were popular among adults, but gradually moved into the category of genres of children's folklore. Their educational and cognitive value lies in the intellectual development and learning function of children of preschool and primary school age. In this regard the study of riddles has a scientific and practical-pedagogical value.

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF JUNIOR SCHOOLCHILDREN’S SOCIAL SUCCESS IN THE LEARNING PROCESS

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Alexander Mytnyk ◽  
◽  
Alla Stryzhak ◽  
Keyword(s):  
High School Students ◽  
Primary School ◽  
Junior High School ◽  
Value Orientations ◽  
Educational Process ◽  
School Age ◽  
School Students ◽  
Social Success ◽  
Primary School Age ◽  
Three Components

It is proved in the article that personality had to be able to think, constructing logical reasoning with the help of concepts, judgments and inferences, and the ability to interact constructively with others, working in a team, to succeed in the society. The content and structure of social success of a child of primary school age are presented. This concept is proposed as an integrated quality, which consists of three components: motivational, instrumental and emotional and behavioral. The motivational component is characterized by the presence of the need for knowledge, the desire to succeed. The instrumental component covers three components: cognitive (systematized program knowledge; developed conceptual, divergent, critical thinking); operational (intellectual, intellectual and cognitive, research, intellectual and creative skills); evaluative and effective (reflection and adequate self-esteem). The emotional and behavioral component of social success of junior high school students is represented by the following components: value (presence of value orientations), emotiona and volitional (developed emotional intelligence, respect, sensitivity to others, self-control, volitional qualities), communicative (developed social intelligence). Psychological and pedagogical conditions are characterized as a mechanism of formation of social success of a child of primary school age in the process of studying in the Institutions of general secondary education (IGSE), namely: dominance of problem searching dialogue between teachers and students and between students in the educational process of primary classes; implementation of the course “Logic” in the educational process of primary school in 2–4th classes and tasks related to the content of the course “Logic” on lessons in Humanities and Natural Sciences and Mathematics cycles; creating tasks for joint learning activities, providing “I am – the inclusion” of each pupil in joint work. The mission of the course “Logic” in the content of primary education is described; the techniques of organization and implementation of problem searching dialogue between the subjects of the educational process, the organization of educational activities in a team are revealed.

scholarly journals Pedagogical conditions for using an interactive notebook as a means of developing the cognitive interest of younger schoolchildren in learning the Russian language

2021 ◽  
pp. 196-212
Author(s):  
Алексей Владимирович Сальков ◽  
Ирина Борисовна Журавель
Keyword(s):  
Primary School ◽  
Independent Study ◽  
Russian Language ◽  
Educational Opportunities ◽  
School Age ◽  
Successful Development ◽  
Pedagogical Techniques ◽  
Primary School Age ◽  
The Russian Language ◽  
Development Of Students

В статье представлен анализ результатов использования и применения интерактивной тетради как средства развития познавательного интереса младших школьников к изучению русского языка. Установлено, что успешное развитие познавательного интереса к изучению русского языка у детей младшего школьного возраста может быть обеспечено за счет реализации ряда педагогических условий. При использовании интерактивной тетради на уроках русского языка создавались ситуации успеха для каждого ребенка с учетом его особенностей познавательной сферы и учебных возможностей, применялся дифференцированный подход к содержанию учебных заданий, к применяемым педагогическим методам, дидактическим играм и характеру помощи учителя. В рамках данной статьи представлен анализ результатов исследования, где показано, что использование новых педагогических приемов и создание ситуаций успеха на занятиях позволили изменить эмоциональное и ценностное отношение к русскому языку. Диагностика мотивационно-ценностного, действенно-практического и эмоционально-волевого компонентов выявила наличие интереса детей к самостоятельному изучению дополнительных источников по русскому языку, обучающиеся стали выбирать задания частично-поискового или поискового характера. В ходе реализации совокупности педагогических условий были выявлены факторы, негативно влияющие на развитие познавательного интереса обучающихся к русскому языку. The article presents an analysis of the results of the use and application of an interactive notebook as a means of developing the cognitive interest of younger schoolchildren in learning the Russian language. It is established that the successful development of cognitive interest in learning the Russian language in children of primary school age can be ensured through the implementation of a number of pedagogical conditions. When using an interactive notebook in Russian language lessons, success situations were created for each child, taking into account his cognitive sphere and educational opportunities, a differentiated approach was applied to the content of educational tasks, to the pedagogical methods used, didactic games and the nature of the teacher's help. This article presents an analysis of the results of the study, which shows that the use of new pedagogical techniques and the creation of success situations in the classroom allowed us to change the emotional and value attitude to the Russian language. Diagnostics of motivational-value, effective-practical and emotional-volitional components revealed the presence of children's interest in independent study of additional sources in the Russian language, students began to choose tasks of a partially search or search nature. During the implementation of the set of pedagogical conditions, factors that negatively affect the development of students' cognitive interest in the Russian language were identified.

scholarly journals DEVELOPMENT OF POLYMODAL PERCEPTION IN CHILDREN WITH DISABILITIES IN THE CONTEXT OF INCLUSION

2020 ◽  
Vol 14 (4) ◽  
pp. 775-790
Author(s):  
I. Ju. Murashova ◽  
◽  
V. I. Nodelman ◽  
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
Children With Disabilities ◽  
General Pattern ◽  
Experimental Studies ◽  
Speech Disorders ◽  
Educational Process ◽  
School Age ◽  
Scientific Publications ◽  
Primary School Age

Introduction: The search for ways to improve the effectiveness of correctional work in the context of inclusion through the development of polymodal perception is relevant in special psychology and pedagogy. Most often, inclusive education covers students with severe speech disorders (SSD) and mental retardation (MR). The disadvantages of the polymodal perception in these categories of children are noted by various researchers, whose recommendations relate mainly to differentiated special education. The paper aims to analyze and generalize scientific ideas about the problem of developing polymodal perception in 6-11-year-old children with SSD and MR and offer adequate approaches to solving it in terms of inclusion. Materials and methods: The research relies on scientific publications made by the author as well as the studies by other scientists covering experimental studies of the sensory-perceptual sphere of a person in various age ranges. General scientific and comparative-historical methods were used to fulfill the objectives set. Results of the study: The negative characteristics of the individual structure of polymodal perception in children with disabilities with preserved intelligence of senior preschool and primary school age, which were identified in various studies, are analyzed and generalized. The findings reveal a general pattern, which lies in the fact that students with SSD and MR in an age range of 6-11 years often show shortcomings of polymodal (joint, interconnected) perception, despite conventionally healthy visual, auditory, and tactile-kinesthetic (sensory-motor) analyzers, when medical and other individual examinations do not find significant pathologies in their functioning. These shortcomings cause inadequate processing of received information and reduce the quality of the educational process. A multisensory method of providing educational information is proposed, which most fully implements the principle of maximum reliance on polymodal afferentations, which facilitates the perception of program content and at the same time contributes to its improvement in children with disabilities. The paper shows the possibilities of using this method in the inclusive educational process. Conclusion: This paper can be useful to special psychologists, speech therapists, speech pathologists, and other teachers who work with children of senior preschool and primary school age with SSD and MR. Keywords: Polymodal perception, severe speech disorders (SSD), mental retardation (MR), multisensory method of information delivery, systemic speech disorders, speech therapy conclusion.

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