Worldview Of Children Research Articles

Учебно-методическое обеспечение кружковой деятельности детей подготовительных групп дошкольных образовательных учреждений и начальных классов школ кластера непрерывного казачьего образования

The article is devoted to the consideration of the educational and methodological support of the circle activities of children of preparatory groups of preschool educational institutions and primary schools of the cluster of continuous Cossack education in the framework of additional education. The additional education expands the possibilities for a child's personal development, awakens creativity and the ability to work on a specific topic in collaboration with a team of peers, with parents and with teachers. The authors emphasize the prospects of additional education at an early age, in kindergarten and in elementary school, which is important for the formation of a child's worldview. Additional education forms a variety of programs, orients children to different types of activities and different directions of search (practical, project, research), as well as various forms of associations, among which we have chosen one of the forms of additional education – a circle of interests related to the study of the history and culture of the Cossacks. The circle activity unites children, contributes to the solution of intellectual and educational as well as subject-practical tasks aimed at the formation of new knowledge and skills on a specific topic - the history and culture of the Cossacks, studied in educational organizations with an ethno-cultural Cossack component. For the successful implementation of educational and pedagogical processes in schools and pre-school children's educational institutions with an ethno-cultural Cossack component, at the request of parents and children, we have developed a Textbook for the alphabet for Little Cossacks and a Teaching manual for teachers on working with the Textbook. In the article we substantiate the possibility of effective use of the proposed methodology for conducting group work with children of preparatory groups of preschool educational institutions and primary school classes with an ethno-cultural Cossack component to form children's interest in the history and culture of the Cossacks, which will contribute to fostering a sense of patriotism, citizenship, respect for the heroes of our motherland as well as for the country's historical and cultural heritage. The authors of the study offer various forms of training within the framework of the circle activities: practical classes in the form of conversations, virtual and real excursions, contests, games.

Акустические репрезентации концептов ВОЙНА и РЕВОЛЮЦИЯ (на материале произведений И. Грековой, повествующих о начале XX в.)

The article deals with a linguo-conceptual analysis of the Soviet writer I. Grekova's (1907-2002) novels. The individual worldview is presented in the stories. They describe the events that took place in Russia at the beginning of the 20th century, the article is devoted to the concepts WAR and REVOLUTION represented in lexical units with the seme ‘sound’.
 A special place in the individual author's worldview is connected with the concept of MUSIC, which finds various expressions in the writer's texts. Music as an element of the culture in a certain period makes a significant contribution to the formation of an acoustic image of the describing era. Linguistic representations of the acoustic image form the special “sounding” of the historical period in the stories and also help to reconstruct author’s worldview.
 The linguo-conceptual analysis of the I. Grekova’s texts allows us to draw the following conclusions regarding the author's worldview, presented in the space of the stories. The acoustic image of each of the periods is a representation of the children's worldview (the acoustic image of historical events is made up of words perceived by ears (from the conversations of adults) that describe historical changes; each of the stages is marked by the transmission of educational processes). This is due to the fact that the writer herself was a child during the years of the events described, and in her thoughts, the speech of her characters reflected the personal memories of the author.
 The author is a woman, and this fact is also reflected at the level of the acoustic image, for example, in various expressions describing children's crying, as well as in describing еру peaceful life not on the front line.
 It can be concluded that the acoustic image of the beginning of the century (for I. Grekova from 1907, the year of the birth of the writer) forms the sound of the peaceful life. The space of cities is represented by sounds: languages and dialects (Russian, German, Estonian, Ukrainian languages; Moscow, St. Petersburg dialect); nature (sea, insects, birds); city streets (transport, churches). The sound of people in the stories is associated with the type of work performed (sewing, washing, playing the piano) and the emotions experienced during the work (sigh, moan); features of the educational process (laughter, home games, language games, music); governmental educational process (names of school realities, children's behavior).
 Music in the acoustic image of this period is associated with the performance of work (accompanying, auxiliary function), with the upbringing and education of children (a means of forming a harmonious personality); with the expression of love experiences through singing (communicative function); with spare activities (background for another business).
 In addition, a musical instrument can be a symbol of belonging to a certain social group, and the repertoire can indicate the level of education. The historical context of the era is conveyed by representatives of the socio-cultural zone of the concept MUSIC (song titles, names of performers), as well as words and names that mark political changes (republic, red, Bolsheviks, etc.; Rasputin, Shtrymer, etc.).

FORMING OF RESPONSIBILITY IN CHILDREN OF OLDER PRE-SCHOOL AGE BY MEANS OF FICTION LITERATURE

A civilized society sets requirements for the democratic coexistence of persons who possess moral values, benefit society and develop their own abilities. An important characteristic of a person is responsibility, which is formed as a result of the integration of thought processes, social norms, personal attitude in solving dilemmas in life. Responsibility as a child’s conscious behavior in relation to people and nature begins to develop in the period of older preschool age. Independent thinking in judgments acquires logic and a personal attitude to reality. In the pursuit of social activity, children imitate the behavior of significant adults, heroes of their favorite films, cartoons, and works of art. Educators and parents are faced with the task of developing the philosophy of children's worldview through conducting moral and ethical discussions. Our survey of children’ parents with special needs showed a low level of parents’ and educators’ attention to the education of responsibility (4%) compared to other personal qualities (discipline ‑ 18%, ability to adapt to life ‑ 20%, respect to parents ‑ 14%, etc.). This indicates the need to conduct special educational activities that compensate for gaps in value orientations. Emphasis has also been shifted in the education of executive responsibility as opposed to initiative responsibility (75% : 25%), which gives reasons to look for new ways in organizing the interaction of participants in the educational process, to use moral and ethical conversations, to study educational children's literature, in particular, the works of V. Sukhomlynskyi (2018), which became the goal of our scientific exploration. Examples of artistic works and developed problematic questions and tasks for educational work with children of older preschool age in the conditions of a preschool education institution are given.

Preparation of teachers for the organization of early career guidance in a preschool educational organization

The problem and the goal. Early career guidance should begin with preschool age due to the special role of this period for the formation of the foundations of the child's worldview, but its implementation depends on many conditions, a significant role belongs to the readiness of teachers for this activity. The purpose of this article is to study the readiness of teachers to organize early career guidance in a preschool educational organization. Methods. The main method of research was a questionnaire containing questions that determine the understanding by educators of the essence of the problem of early career guidance and the need for its implementation in preschool educational organizations. 78 educators from kindergartens No. 9 "Rosinka" (40 people) and No. 16 "Kolokolchik" (38 people) of the city of Shadrinsk, Kurgan region (Russian Federation) took part in the survey. Results. The majority of kindergarten teachers (71%) are aware of the importance and necessity of early career guidance for children (cognitive component), but only 61.54% of teachers are ready to implement this activity in preschool. Teachers need support from the preschool administration (25.64%), help from parents (23.08%), and their own motivation – 23.08%. 74.36% of educators pointed to the importance of a developing subject-spatial environment in the formation of ideas about the world of professions and adult work, slightly less emphasized the importance of including regular classes with children on early career guidance in the teacher's work plan (61.54%). Teachers also note that they would like to get acquainted with new programs and technologies for early career guidance" (51.28%) and take advanced training courses (33.33%). Conclusion. Teachers carry out some work on early career guidance for preschoolers, however, it is not systemic in nature, but is episodic, and this fact makes it ineffective. At the same time, educators need advanced training, which will allow them to solve professional tasks of organizing early career guidance in a preschool educational organization at a higher level. Keywords: career guidance, teacher training, components of teacher readiness

DEVELOPMENT OF CREATIVE ABILITIES OF PRESCHOOL CHILDREN

The role of creative ability in the formation of children's worldview is invaluable. Children's artistic taste is formed through their creative abilities. After all, the process of formation of imagination and concepts in a child starts from the preschool educational institution, and this period is the most important stage in terms of the content of the formation of the worldview. That is why preschool age is the main period in the formation of concepts and ideas.

The Importance of Ideology in Shaping Children’s Cultural Values through Literature

This paper discusses the significance of ideology in shaping the cultural values of children through literature. Literature has the power to shape children's worldview and beliefs, and as such, it is crucial to understand the ideologies that underpin the books we offer to young readers. The paper emphasizes the need for critical examination of literature and the promotion of diverse and inclusive literature that accurately reflects the experiences of all individuals. It also highlights the responsibility of authors, publishers, educators, and parents in shaping the values and beliefs of future generations. The paper concludes that by promoting diverse and inclusive literature that encourages critical thinking and fosters empathy, we can help ensure that children grow up to be informed, engaged, and compassionate members of society.

Formation and Development of Children's Periodical Design in Ukraine

The purpose of the paper. The article aims to perform art analysis in order to show the process of formation and development of design of children's periodicals in Ukraine, as well as to determine the prospects of this process. The research methodologyis in the application of a specific historical method to analyse the impact of design development on the promotion of children's periodicals in Ukraine, as well as to use the comparative analysis method and a historical and cultural approach, which help to identify the main trends in the development of children's periodicals in Ukraine. Scientific noveltyis an attempt to understand and identify the main trends of children's periodicals in Ukraine, which can influence the competitiveness of these publications in Ukraine and in the world. These trends are conditioned by historical, social, and cultural processes. Conclusions. The article shows the main characteristics of the concept of creation and development of children's periodicals in Ukraine and their importance for promoting publications. Literature sources are analysed, which confirms the need to develop new trends in the design of aesthetic and functional children's publications and the formation of the child's worldview due to this. The analysis of the essence of formation and development of children's periodical design indicates the interdependence of cultural heritage and achievements of the early twentieth century, which affects the popularization and quality of publications. Key words: design, graphic design, children's periodical, magazine, illustration, font.

WAYS TO FOCUS ON METHODOLOGY OF CHOOSING ISSUES ACCORDING TO THE STUDENTS 'ABILITIES IN PHYSICS CLASSES

This article discusses how to develop students' skills in physics lessons and how to choose problems. Preschool educational institutions and schools are responsible for the education of students with modern scientific and technical knowledge and understanding, providing quality education and the first lessons in the harmonious development of young people, the proper development of children's worldview.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ РОЗВИТКУ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ У ДІТЕЙ ІЗ ОCОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

The authors consider the development of communicative competence of children with special educational needs. Communicative competence includes the following components: psychophysical features of personality; social characteristics and status; cultural fund of the individual; language competence; pragmaticon of personality. Communicative competence is one of the key components of personality adaptations to the constantly changing conditions of the surrounding reality, which is of great importance in the mental development and in the process of social training of students. Focusing on the psychological and pedagogical features of teaching children with special educational needs, we can say that the level of development of communicative competence in the recognized category of children is low. Researchers emphasize that this category of students avoid communication. Speech contact is characterized by shortness and inferiority. This is due to the speed of testing social responsibility, the low level of vocabulary formation, which hinder the formation of utterances; misunderstanding of the interlocutor. Communication is the most important factor in the overall mental development of children, which plays a crucial role in enriching the content and structure of human consciousness. Through communication a person acquires all his higher cognitive abilities and qualities. With its help, people exchange information and transmit it for many years. Personality development largely depends on the social environment of man. Through interaction with people, a person, and in particular a child, satisfies his most important need - communication, improves mental and cognitive abilities and reaches a higher level in its development. With speech disorders in children there are difficulties in meeting and developing such needs. Establishing language communication is one of the main conditions for the full development of the child. Communication affects all the achievements of preschool age: the development of the cognitive sphere and the formation of the foundations of children's worldview; on the emergence of arbitrary behavior, the ability to act in accordance with the rules; on the formation of personal self-awareness. For children with special educational needs, learning to communicate is of great importance. If the child is able to express their desires, needs, ask for help and respond to the words of others, he will be able to enter society. Key words: communication, competence, inclusion, children with special educational needs, consciousness, educational process

PECULIARITIES OF APPLYING ART THERAPY IN WORK WITH CHILDREN

The article is devoted to the coverage of the peculiarities of the application of art therapy in working with children, in particular, the disclosure of the characteristics of child development and consideration of the main art-therapeutic directions in working with children. The study of foreign and domestic literature on the study showed that art therapy is widely used in working with children, namely in psychodiagnostic, psychocorrectional and psychotherapeutic work, as it is the mildest method of working with various psychological problems and promotes creative development of cognitive and creative abilities of the child. establishing harmonious relations with the environment. Childhood is an important period of a child's development, during this period the child's cognitive mental processes and creative activity begin to develop rapidly, this is manifested in artistic creativity and constructive games. Summarizing the practical experience of psychologists working with children, it can be noted that among the variety of areas of art therapy in working with children are widely used: isotherapy, fairy tale therapy, puppet therapy and sand therapy. It was found that isotherapy - therapy with fine arts, namely drawing, is used in the process of psychological correction in working with children to harmonize the emotional state of the child, the development of interpersonal skills, the disclosure of creative abilities of the child. Drawing is an effective tool, because thanks to it the child can freely express their thoughts, feelings and experiences through the language of images, symbols and colors, as well as get rid of negative experiences and express their attitude to the surrounding reality. An effective way of psychological work with children is fairy tale therapy, namely fairy tale therapy, which uses a metaphor to create connections between fairy tale events and behavior in real life, as well as the process of transferring fairy tale meanings into reality. It should be noted that fairy tale therapy is used for therapeutic purposes, helps the child to actualize and realize his problems and see ways to solve them, promotes the development of imagination and creative thinking of the child. A fairy tale for a child is a special reality that allows you to expand the boundaries of ordinary life, to meet with complex phenomena and feelings in a form understandable to the child. Fairy tales teach children moral principles, norms of behavior, show the true values ​​of life. Puppet therapy is a therapeutic direction that uses as a main method of corrective action a doll, which is an intermediate object in the interaction of a child and an adult. In turn, puppet therapy as a method is based on the processes of identifying a child with a favorite cartoon character, fairy tale and favorite toy. The child, knowing the real world, its social connections and relationships, actively projects the perceived experience into a specific game situation. The main object of such a social projection for a long time are dolls. In puppet therapy different variants of dolls are used: puppet dolls, finger dolls, shadow dolls, rope dolls, plane dolls, glove dolls. Puppet therapy promotes the development of cognitive processes and improves children's social adaptation and communication skills. At the same time, sand therapy is a type of therapy associated with the use of natural materials, namely sand for psychotherapeutic purposes. Sand therapy is widely used in correctional, developmental and educational work with children. Sand games are one of the forms of a child's natural activity, interacting with which the child's creative abilities, imagination, spontaneity and originality of the child's worldview develop. In the course of sand therapy, a free and protected space is created, where the child can explore his own inner world, turning his own experiences and experiences into images that he understands. In addition, sand therapy helps to harmonize the inner state of the child and improve his social skills. Therefore, the use of art therapy is an effective way to work with children, which contributes to the comprehensive development and self-expression of the child.

PRESCHOOL CHILDREN'S PLAY SPACE: THE PLACE AND ROLE OF ADULTS

The article analyzes the play space of a preschool child. Psychological features of game development in preschool childhood are determined. Using methods of analysis, generalization and systematization of information about the child's play space, the component of development (social, emotional, cognitive, physical and motor) of the preschooler is analyzed and its main types, forms and functions are indicated. The priority tasks to be solved by educators to create a favorable play environment for children are outlined. It is clarified that the arrangement of the group room and its appearance are important because they affect the behavior of the preschooler. The creation of a play environment in ZDO and family is described. The article highlights the urgency of the problem of organizing play activities in the educational process of a modern preschool institution. The article substantiates the importance of the child's play space. The developmental significance of the game and the reasons for its reduction in preschool education are considered. Among the advantages of the game as an activity are independence, emotional involvement and spontaneity of the child's actions. Particular attention is paid to the adult (parents, educator) and his place and role in this activity. The results of the research on the play space (both indoors and outdoors) where preschool children need it are substantiated. Among the favorable places where children can be, the locations are determined, the determining factors of which are: safety, trust, openness, adult understanding of the child's worldview; manifestation of emotions and feelings by the child during the game; independence. It is emphasized that the peculiarity of creating a play environment is the freedom of children to choose their own activities, which, in turn, develops the complexity of their game, as well as encourages constant play.

Views of eastern thinkers on the development of intellectual abilities in the scientific heritage

The article reveals some aspects of the development of intellectual abilities on the example of the spiritual heritage of the great thinkers of the East. The great thinker considers the role of the school and the teacher in the development of the child's worldview. In his opinion, a teacher should combine all the high virtues in a fair and just sermon. Each of the stages of a person's mental maturity has its place in the development of a person 's spiritual worldview and in the perfection of his intellectual potential. This means that a person “reaches the sky” to perfection through upbringing, and the best “companion” in him is to become knowledgeable, enlightened and, most importantly, intellectually capable by reading the example and book of life.

ПРОБЛЕМА ФОРМУВАННЯ ІНТЕЛЕКТУАЛЬНОЇ ГОТОВНОСТІ ДО ШКОЛИ ДІТЕЙ ШОСТОГО-СЬОМОГО РОКУ ЖИТТЯ

The article theoretically substantiates the problem of preparing a child to school. You can also find a detailed analysis of the phenomenon of readiness of older preschool children to study at school and its structural components such as motivational, volitional, personal and intellectual. The essence of the phenomenon is determined and the content of a child's intellectual readiness to school is analyzed in the context of the general problem of preparing to school education for children of the sixth or seventh year of life. The article describes the content of the concept of intellectual readiness to school as a personal formation in the structure of a preschool child's personality. The directions and tasks of developing the intellectual readiness of preschool children to study at school during the period of their staying in a preschool education institution are determined. From the scientific side, the main scientific approaches to studying the problem ofreadiness formation are described in detail. According to the practical side of solving the problem: the requirements for the intellectual level of development of children on the eve of their admission to school are clarified; the need to apply the game in the process of forming intellectual readiness is established; the importance of observing the principle of continuity and prospects. The criteria and indicators of intellectual readiness of a senior preschool child for learning are clarified and described, in accordance with the criteria that are declared in the Basic component of preschool education and in the current programs of child's development. It is concluded that the content of school readiness consists in the child's acquisition of a system of knowledge and ideas about the world around him, skills and abilities of interaction with peers and adults. Intellectual readiness is manifested in the formation of the child's worldview, in his awareness of the phenomena and objects of the surrounding reality, in the development of the cognitive sphere, in improving the mental actions of a senior preschool child.

CHILDREN IN FRENCH LITERATURE DURING THE LAST CENTURIES AND THEIR UZBEK TRANSLATIONS

In this article are analyzed the world view of children in French literature during the last centuries and his transmission into Uzbek translations in a comparisons with other works of centuries with allow to establish the differences in the lives of children as well as the imagination of today's children. In particular, for the nineteenth century is chosen “Without family”, written in 1878, one of the most famous novels of Hector Malot and “Mondo and other stories” of JMG Le Clézio, published in 1978, exactly a century after “Without family”. Also, is analyzed the reproduction of French reality words in Uzbek translations as well as to study other translation problems that translators may encounter during their work. For this purpose is chosen the originals of Ch. Perrault's tales as well as their Russian and Uzbek translations in a comparisons of the Uzbek translations of tales by Ch. Minovarov, M. Kholbekov, T. Alimov, I. nZorov and A. Akbar. During the analyzes are revealed several functions of translation such as communicative, cultural common, knowledge-luminous, educational etc. The translation literature serves not only to spread knowledge about the world and man, but actively promotes the formation of the worldview, morale, taste, orientation of values in person, the creation of accurate reports between people, i.e. promotes the establishment of our political, aesthetic, moral and value to life.

Language picture of children’s world illustrated in “Divanu Lugat-It Turk”

This article explores the language picture of the World and its varieties, the role of children's world picture and the features of its study. Also, special attention is paid to the Turkic children's worldview of the 11th century, set forth in the famous "Divan" by Mahmoud Kashgary. Some comments are given on the analysis of the concept of "children's world picture".

Reflections on the formation of mathematical imagination in preparing children for school

The article describes the system of work in the preparatory groups of preschool education. It has been shown that the formation of mathematical concepts is a key factor in raising children's worldview. This is not only to determine the level of knowledge of mathematics in the children of his group, but also to consider the importance of each educational activity in the whole system of work on the development of basic mathematical concepts in preschool children. Going to school is an important part of a child's life, as it changes the way he or she interacts with others. For the first time in a child's life, socially important learning activities take center stage. Unlike the usual free play activities, education is now mandatory and requires 4 serious attitudes from the first grader. As a leading form of educational activity, it reconstructs the daily life of the child: the agenda changes, the time for free play is reduced. It is also important for the child to have practical mental development in order to be educated in school, that is, to draw a pattern, to perform a descriptive task. Finally, special training involves teaching a child to read and form his or her understanding of the school's ability to adequately master the 1st grade curriculum material.

Language picture of children's world illustrated in “divanu lugat-it turk”

This article explores the language picture of the World and its varieties, the role of children's world picture and the features of its study. Also, special attention is paid to the Turkic children's worldview of the 11th century, set forth in the famous "Divan" by Mahmoud Kashgary. Some comments are given on the analysis of the concept of "children's world picture ". From this stage, the child's own language picture begins to wane, that is, at first the imaginary, mythological, sentimental concepts and related frames leave the child's thinking and gradually take over the world. Hence, the linguocultural and linguocognitive features of LPCHW presented in “Divanu Lugat-it Turk”require a special research to summarize data within linguocultural concepts and identify key parameters and components. We have tried to focus onlyon some of the features of this issue in our research. At the same time, linguistics is closely related to the generally accepted language and thinking, and the parameters such as age, gender, beliefs, education, knowledge and understanding of the world are exactly the “national consciousness” in the formation of LPW. This process involves theimportant factors as “national thinking”, “national idea”, “national culture”, “national mentality” and “national character”. One issue that plays an important role in shaping the LPW in the child's language and thinking is the problem of "monolingualism and multilingualism" in the family or community. It is well known that in the 11th century Turkic peoples spoke a monolanguage in the family and in the community (except for the cities of Turkic-Sogdian bilingualism).

LANGUAGE PICTURE OF CHILDREN’S WORLD ILLUSTRATED IN “DIVANU LUGAT-IT TURK"

This article explores the language picture of the World and its varieties, the role of children's world picture and the features of its study. Also,special attention is paid to the Turkic children's worldview of the 11th century, set forth in the famous "Divan" by Mahmoud Kashgary. Some comments are given to the analysis of the concept of "children's world picture ".The study of the language concepts of the world, which we have analyzed in the book “Devanu lugat-it Turk” (DLT), which covers LPW in every aspect of the social life of the Turkic peoples in the 11th century, is also important. Different stages of children’s life can be birth, growth, speech, cradle life, walking; mother and child, father and child, children and adults, children's games and many words on toys, toys and fairy tales, child rearing, methods and tools. According to Turkish researchers Zekerya Batur (Batur Zekerya) and Merve Beshtash (Beştaş Merve) 145 words out of 8000 in “Devan” illustrate children’s world, their growth, education process and teaching.

Analysis of gender representation in basic level English textbooks in Ghana

Textbooks are known to influence the behaviours and worldview of children. Apart from imparting critical knowledge to pupils, textbooks also encourage pupils to form certain perceptions and stereotypes, including the ‘appropriate’ gender-specific roles in society. This paper examined gender stereotypes in the content and design of the Pupil’s English textbook at the Basic Level in Ghana using content analysis. The study revealed that, as teaching materials, the English Pupil’s Books 1, 2 and 3 displayed gross gender bias that reinforces the stereotypical roles of males and females in Ghanaian society. This does not reflect the development of society towards equality between men and women since there was no equality in how both genders are represented in the textbooks.Keywords: Gender; stereotype; gender stereotype; textbooks

Folklore and mythological foundations of children's worldview by Lazar' Kokyshev and Dibash Kainchin

In this article, on the example of two works by different authors, the images of children, their world and relationships with adults are considered. For Lazar' Kokyshev and Dibash Kainchin, the depiction of the life and attitude of young heroes and teenagers is the most important stage in the development of their artistic concepts. As this study shows, the same deep-seated collisions are observed in the lives of little heroes as in the lives of adults. The world of children is a special period of accumulation of social experience and moral and ethical knowledge, the formation and development of a system of spiritual values. In these works, in our opinion, the writers managed to create an artistic reality seen from the perspective of the children. The inclusion of folk-mythological and ethnographic motifs into the fabric of the artistic text are served for the most complete revelation of the characteristics of characters and their actions in the prewar and postwar years of the 20th century.