FORMATION OF MORAL CONSCIOUSNESS PRIMARY SCHOOL CHILDREN BASED ON COMPETENCE APPROACH

The article examines some aspects of the formation of the moral consciousness of modern schoolchildren on the basis of one of the leading methodological principles - the competence-based approach. Large-scale changes taking place in various spheres of society, new social and economic reality, developing market relations, digitalization, modernization of Russian education require a revision of the strategy and tactics of educating the younger generation in terms of solving the problems of forming high moral qualities of the personality of students, including primary school age. But is a modern teacher competent enough to successfully cope with the multitasking of real pedagogical reality, including the moral education of schoolchildren? The study of the problem under consideration in theory and in practice shows that moral education is significant, first of all, because it permeates all aspects of education: mental, aesthetic, physical, labor, environmental, etc. Hence, its backbone nature is obvious. Any human action presupposes a moral aspect, including the regulatory function of morality. All of the above served as the basis for choosing the topic of the article. According to the authors, the results and conclusion of this article can, to a certain extent, actualize the problem of the formation of the moral consciousness of primary schoolchildren from the standpoint of the competence-based approach and outline ways to solve it.

Apps to Promote Computational Thinking Concepts and Coding Skills in Children of Preschool and Pre-Primary School Age

A decade ago, Computational Thinking (CT) and coding were typically considered part of the secondary education programs, as the focus was on programming and algorithm development. The early childhood classroom was not exactly the area expected to find students-developed coding skills. But as has been the case lately, CT and coding have been characterized as fundamental skills of the 21st century, not only for computer scientists but for all citizens. Yet, through the application of developmentally appropriate technologies, the development of coding skills is increasingly possible, and the result may be the advancement of CT fluency or at least familiarity in young age children. Given the enormous success of smart mobile devices and accompanying mobile apps the rationale for this chapter is to investigate if there are apps that provide the children of preschool and pre-primary school age with opportunities to cultivate their foundational coding and CT skills.

Preschool and early primary school age children learning of computational thinking through the use of asynchronous learning environments in the age of Covid-19

This current study aims to examine through a literature review whether children of preschool and early primary school age can be taught distance computational thinking (CT) through asynchronous learning environments in the age of covid. Over the past few years in Greece, a sharp rise in computational thinking has been noted as both students and teachers feel the need to create more imaginative and interactive ways. The study results illustrate the significance of digital media in the educational process and the educator’s crucial role in using such digital tools in preschool and early primary school age. The cooperation between educators of preschool age and teachers of Information Technology could offer new dimensions and provide numerous benefits to the learning process. Distance learning programs could help teachers’ training process through properly structured material that corresponds more effectively to the learning of CT.

Acquisition of Mathematical and Linguistic Skills in Children With Learning Difficulties

Comorbid learning difficulties in linguistic and mathematical skills often emerge in primary school age. The cause of coinciding of both learning difficulties during children’s development spanning pre- and primary-school age is not yet well understood. To address this research gap, we used data from the German National Educational Panel Study (NEPS; n = 301) of four groups of children which were categorized according to their skill levels in pre-school age: children with learning difficulties isolated in linguistic skills (LD), children with learning difficulties isolated in mathematical skills (MD), children with learning difficulties combined in linguistic and mathematical skills (MD/LD), and children with typical development in both skills (TA). Computing univariate and repeated measures ANCOVAs we compared the mathematical and linguistic development of the four groups of children (LD, MD, LD/MD, and TA) spanning age four to ten. Results reveal a partial catch-up in linguistic skills (lexical, grammatical) for children with LD. In contrast, children with MD did not overcome their mathematical competence gap in comparison with TA and LD. Moreover, children with MD showed a decrease in grammatical skills during transition in primary school. Further, children with MD/LD displayed the weakest performance in linguistic and mathematical skills during pre- and primary-school age in general. However, after controlling for working memory, initial performance differences between the groups decreased in favor of MD/LD. The relation between linguistic skills and mathematical skills in persisting learning difficulties as well as the specific role of working memory are discussed.

Formation of the ability of junior schoolchildren to work with schemes

Children come across sketches and technical drawings even in preschool age in the process of performing constructive and visual activities; they begin to get acquainted with schemes and drawings only at primary school age. It is therefore no coincidence that one of the tasks of teaching in primary school is the formation of sign and symbolic activity among students, which provides specific ways of transforming educational material and performs the following functions: coding — transmission and reception of information; schematization — the use of symbolic means to display educational material; modeling — highlighting and displaying essential features of an object by operating with symbolic means. The article analyzes the possibilities of forming in junior schoolchildren the ability to work with schemes in the process of teaching construction using the Cuboro constructor. The main studied concepts, stages of training and their content, skills are considered. The possibility of using the Cuboro Draw program in working with younger students is shown. The Cuboro Draw interface and the process of creating schemes in this program are described.

DEVELOPING CHILD’S COMPETENCES: CONTINUITY OF PRESCHOOL AND PRIMARY EDUCATION

The report focuses on the problem of continuity between preschool and primary education in developing a child’s competences. Modern approaches to solving the outlined issue in research and educational practices are characterised. An analysis of the content of regulatory documents, particularly the state standards of preschool and primary education, is presented to identify common approaches, values, principles, and cross-cutting competences in children’s development. It was found that for development of a competent personality in preschool and primary school age is essential not only balanced content of regulations of the mentioned levels, but also awareness of teachers and parents of the child’s age peculiarities, joint approach in selecting methods, forms, and means of educational work. The results of the research of modern practice of preschool education institutions on ensuring continuity and establishing a partnership with the primary school are given. Educators solve the problem of continuity by getting acquainted with the content of the New Ukrainian School programmes, using modern pedagogical technologies, educational work among parents, and cooperation with primary school teachers. Several organizational and pedagogical conditions are outlined, under which the continuity between preschool and primary education will be practically ensured.

Psychological Correction of School Deadaptation of Pupils at the Transition to the Middle Level

The article is devoted to the study of the effectiveness of methods of psychological correction of school deadaptation of fifth graders during the transition from junior to middle level. The problem of school deadaptation in the Russian pedagogical and psychological literature is revealed. The features of deadaptation in primary school age during the transition to the secondary level of education, the features of the correction of school deadaptation of pupils are revealed. Particular attention is paid to the study of manifestations in individual components of school deadaptation: cognitive, emotional-evaluative, behavioral, and personal. A package of psychological diagnostic techniques has been developed. The description of the study of maladjustment of primary schoolchildren during the transition to the secondary level of education is given. The content of the program of psychological correction of school deadaptation during the transition from junior to secondary level, including recommendations for teachers and parents, is disclosed. The results of diagnostics are presented. Analysis of the effectiveness of the program showed that the program allows achieving positive changes in the emotional-evaluative, behavioral and personal components of school deadaptation of fifth graders. At the same time, school adaptability increases.

Challenges and Issues of Female Primary Education: A Case Study of Rajanpur, Pakistan

The study attempted to examine the socio-cultural factors which create problems in female primary education; to determine the role of families/parents in female primary education and to examine the lack of school facilities that creates hindrance in the school enrolment of the children. The study population of the study was all parents whose children were primary school age by using the interview schedule. The researcher used the stratified simple random sampling and selected the 300 respondents for the study. The researcher used the SPSS software and did the descriptive and inferential statistical analysis. The findings of the study show that majority 155 (51.7) percent of the respondents were uneducated; majority 85(23.3) percent of the respondents whose monthly income was <6000; majority 95 (31.7) percent of the respondents were laborers; culture is significantly and positively correlated with parental and school facilities with p-values .011 and .000 respectively; furthermore, the parental attitude was significantly and positively correlated with school facilities with p-value .000. The results of ANOVA showed that the levels of cultural, parental, and school facilities among different academic qualifications of the household. The findings show that there is a significant difference in the levels of cultural, parental, and school facilities among different academic qualifications of the household with p-values .000, .000, and .000 respectively. The findings showed that there was a significant difference in the levels of cultural, parental, and school facilities among different monthly income levels of the household with p-values .000; .000, and .000 respectively. The study recommended that government may have to pay attention in the studied area; construct new schools, give scholarships to needy students and start awareness seminars at the local level.

The Physical Condition of Deaf Primary School-Age Children and How to Correct it Using Physical Education Methods

The latest studies have shown that the parameters of physical development of children with hearing loss are attracting the attention of the scientific community. However, there are few studies that investigate changes in the physical condition of deaf children after improving physical education. The purpose of this work is to study the physical condition of deaf primary school-age children and develop a corrective program using methods of physical education. The study included 72 deaf children (to the experimental nEG=37 and the control group nCG=35) and 28 primary school-age children with normal hearing. The choice of research sample was random and the age of the children ranged from 6-10 years old. The physical condition of the schoolchildren was determined using a set of medical and biological methods: blood pressure measurement, heart rate calculation according to the electrocardiogram R-R interval, spirometry, electrocardiography, echocardiography, physical work capacity (PWC150) test, measurement of catecholamines using E. Matlina’s method, and anthropometry. The experimental physical education program consisted of a set of physical, breathing and posture exercises as well as physical games. Games were divided by complexity, level of perception, physical intensity, and impact on the body. It was determined that deafness negatively affects anthropometric indicators, the respiratory system, and the functional condition of the sympathoadrenal system, but does not affect the morpho-functional values of cardiac performance in primary school-age children. The study proves the effectiveness of adopting exercise programs based on physical games as a means of correcting the physical condition of deaf children. The study confirmed that the implementation of exercise programs for the correction of the physical condition of deaf primary school-age children by means of physical education based on physical games in the daily routine of special boarding schools has a positive effect on the children’s respiratory, cardiovascular and sympathoadrenal systems.

Primary Education in Ukraine. History and European Priorities

The article briefly discusses the main models of providing primary education in the leading countries of Europe, in particular, the organization of the educational process. Against their background and as a result of historical consideration (the long experience of the totalitarian regime), it is shown how post-Soviet Ukraine reached its transitional system of primary education. The international value of the article lies in the demonstration of the historical totalitarian influence on primary education in comparison with the countries of ancient democracies. The article may be of interest to educational historians, specialists in comparative pedagogy, etc. Goals as a determining component in the system of primary education were formed under the influence of state educational policy, the needs of society, school practice, research in the field of primary education. The invariant goals of primary education in the chosen chronological framework remained the all-round development of children of primary school age; upbringing of high moral qualities in them, the development of their mental and physical abilities, in accordance with the prevailing social and political system, acquired a communist or national connotation. It is proved that Ukrainian primary education is still at the initial stage of borrowing pan-European value and methodological systems.