Abstract
Constructive skills help younger pupils to perceive and evaluate the harmony in life, nature, art, understand and create beauty in the surrounding reality and be creative. Therefore, it is crucial to train primary school teachers to develop constructive skills in younger pupils to reinforce their creative development. The paper aims to theoretically justify and experimentally verify the content, forms and methods of effective training of future primary school teachers for developing constructive skills in younger pupils. The students were divided into two groups, namely control group (CG –132 respondents) and experimental group (EG – 137 respondents). It presents the author’s educational and methodical complex, which reveals the content of such training and the use of effective forms for organizing the educational process in higher education institutions. It analyzes the levels of readiness of future teachers to develop constructive skills in younger pupils based on questionnaires, interviews, expert assessment, self-assessment, grading of teachers’ personal and professionally essential qualities, tests, observations and methods for assessing creative thinking and motivation towards learning in younger pupils. The results obtained from the formative stage of the pedagogical experiment in the experimental group (EG) show that a mean value of a low level of future primary school teachers’ readiness to develop constructive skills in younger pupils has decreased by 30.6%; a mean value of a sufficient level has increased by 14.9%; a mean value of a high level has decreased by 15.6%. At the same time, the corresponding values in the control group (CG) have not changed significantly. The results of the experimental work prove the expediency of introducing the author’s model in the training of future primary school teachers.
Highlights
Primary education allows one to successfully solve the raised issue since it is primary school age that is sensitive to the development of pupils’ personality and the manifestation of their creativity, based on different skills, including constructive ones.The current standard of primary education underpins the importance of developing constructive skills in younger pupils
The paper considers constructive skills as a complex notion, which implies one’s ability to integrate intellectual, verbal, visual and transformative creative actions into game-related, project activities, which result in the creation of a new original product, which corresponds to its practical goals
The authors have identified a group of innovative methods which are necessary for training future primary school teachers for developing constructive skills in younger pupils: the integration of arts, game design, constructive cooperation between the participants in creative activities, the project method, tutorials, game-related modelling of creative tasks focused on developing constructive skills, re-enactment of educational situations, construction of students’ trajectory for developing constructive skills in younger pupils and presentations of the author’s works which contribute to developing creativity, initiative and independence in future primary school teachers. Based on these criteria and their indicators, the authors have singled out three levels of readiness of future primary school teachers to develop constructive skills in younger pupils: low, sufficient and high
Summary
Primary education allows one to successfully solve the raised issue since it is primary school age that is sensitive to the development of pupils’ personality and the manifestation of their creativity, based on different skills, including constructive ones.The current standard of primary education underpins the importance of developing constructive skills in younger pupils. Many scholars (Gerasymova, 2019; Havrysh, 2006; Kozlovskyi et al, 2019; Kucheriavyi, 1998; Melnyk et al, 2019; Mileryan, 1973; Miroshnik, 1990; Moliako, 2007; Nosachenko, 2006; Orshanskiy, 2009; Sheremet, 2019; Tarasenko, 1996; Tymenko, 2010) concentrate their research on the issue of developing constructive skills in younger pupils. Kolesnyk (2007), T. Shevchuk (2000), V. Sydorenko (2004), V. Syrota (1998), V. Tymenko (2010) and V. Zhludko (2011) analyze certain aspects of training future primary school teachers for developing constructive skills in younger pupils
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