Educational Process Of Primary School Research Articles

Fairy-tale texts as a means of teaching foreign-language reading in primary school. Part 2

The problem for the research. Teaching foreign languages in primary school is aimed at a harmonious development of a pupil’s personality. One of fruitful ways to achieve this goal is reading and discussing foreign-language fairy-tales. The problem of this study is related to the search for methods of using fairy-tale texts as an effective means of developing communicative skills and all spheres of a younger student’s personality. Methods of investigation. Experimental work on teaching reading of foreign-language fairy-tale texts in primary school was organized and conducted on the basis of Gymnasium No. 46 in Kirov, Russian Federation (52 pupils of grades 4 “A” and 4 “B”). Foreign-language fairy-tale texts are selected and organized, sets of exercises of an emotional and value character are constructed, aimed at achieving subject, meta-subject and personal learning results in a trinity; criteria and levels of their assessment are developed. The findings of the study. At the end of the experimental work, an increase in the subject results of teaching foreign-language reading was noted in 21 % of pupils of the experimental group and only in 10% of students of the control group. According to meta-subject results, the data are 23% and 16%, respectively, and 27% and 8% for personal results. The calculation of the G-criterion of signs shows that at the end of the creative experiment in the experimental group GEMP. ≤ GCR. (0 ≤ 5) for subject and meta-subject and 0 ≤ 6 for personal results. Consequently, the improvement in the performance of the experimental group students is not due to accidental circumstances, but to the conduct of experiential teaching. Conclusions. The theoretical justification and approbation of foreign fairy-tale texts in the educational process of primary school, as well as a set of exercises of an emotional and value nature for teaching reading, make it possible to assume that fairy tales are an effective means of a harmonious development of a younger student’s personality.

ПРАКТИЧНІ АСПЕКТИ ОЦІНЮВАННЯ ДОСЯГНЕНЬ МОЛОДШИХ ШКОЛЯРІВ УПРОЦЕСІ ДИСТАНЦІЙНОГО НАВЧАННЯ

. The article deals with correct organization of the system for evaluating the educational achievements of primary school children in the conditions of distance learning in the context of the ideas of the "New Ukrainian School" concept. Attention is focused on the main approaches to the use of technology for the implementation of the control and evaluation system based on the competence approach. Emphasis is placed on the fact that evaluation in the form of motivated evaluative judgment should dominate in primary school. The main approaches to the use of formative assessment in the educational process of primary school as an interactive type of assessment of the children's educational progress are revealed, groups of formative assessment methods are analyzed. The importance of adapting knowledge control methods to the conditions of distance learning is substantiated, the rules for evaluating the educational progress of primary school children in the conditions of distance learning are formulated, and the role of the teacher in this process is outlined. The advantages and disadvantages of distance education are determined, the need for educational and methodological support of the specified education and the peculiarities of evaluating the results of the educational activities of primary school children in the conditions of distance education are indicated. Attention is focused on significant changes in the implementation of assessment activities in the conditions of distance learning of primary school children. The role of modern information and communication technologies in solving the problem of evaluating pupil’s educational achievements in the conditions of distance learning is determined. The methodical aspects of using online services are disclosed, which will help the modern teacher to use the leading form of assessment of primary school children in the conditions of distance education. It has been found that for the effective application of formative assessment technology, various services are used, such as: LearningApps, WordArt, MindMeister and others. Examples of the use of various formative assessment technologies in primary school in distance learning conditions are given.

Fairy-tale texts as a means of teaching foreign-language reading in primary school. Part 1

The problem for the research. Teaching foreign languages in primary school is aimed at a harmonious development of a pupil’s personality. One of fruitful ways to achieve this goal is reading and discussing foreign-language fairy-tales. The problem of this study is related to the search for methods of using fairy-tale texts as an effective means of developing communicative skills and all spheres of a younger student’s personality. Methods of investigation. Experimental work on teaching reading of foreign-language fairytale texts in primary school was organized and conducted on the basis of Gymnasium No. 46 in Kirov, Russian Federation (52 pupils of grades 4 “A” and 4 “B”). Foreign-language fairy-tale texts are selected and organized, sets of exercises of an emotional and value character are constructed, aimed at achieving subject, meta-subject and personal learning results in a trinity; criteria and levels of their assessment are developed. The findings of the study. At the end of the experimental work, an increase in the subject results of teaching foreign-language reading was noted in 21% of pupils of the experimental group and only in 10% of students of the control group. According to meta-subject results, the data are 23% and 16 %, respectively, and 27% and 8% for personal results. The calculation of the G-criterion of signs shows that at the end of the creative experiment in the experimental group Gemp ≤ Gcr. (0 ≤ 5) for subject and meta-subject and 0 ≤ 6 for personal results. Consequently, the improvement in the performance of the experimental group students is not due to accidental circumstances, but to the conduct of experiential teaching. Conclusions. The theoretical justification and approbation of foreign fairy-tale texts in the educational process of primary school, as well as a set of exercises of an emotional and value nature for teaching reading, make it possible to assume that fairy tales are an effective means of a harmonious development of a younger student’s personality.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

USING LÜK TECHNOLOGY IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL

USING LÜK TECHNOLOGY IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL

METHODOLOGICAL FEATURES OF USING COMICS IN PRIMARY SCHOOL TEACHER TRAINING

The article examines the peculiarities of preparing primary school teachers to create educational comics and the possibility of using them in the educational process of primary school as a technology for visualising educational material. It analyses scientific sources in order to understand modern pedagogical approaches to the use of digital resources for the organisation of the studied process in higher education institutions. The domestic and foreign pedagogical experience of using educational comics in education is generalised. The current state of future teachers' readiness to apply pedagogical cases of creating and implementing media products for educational purposes is determined. The modern online resources used to organise the work of teachers in the development and implementation of educational media products for the NUS are analysed and systematised. The authors describe the age restrictions on the use of digital resources, the openness of programs and restrictions on their use, the convenience and sufficiency of ready-made templates of characters and scenes in the program, etc. The authors presented a methodology for creating educational comics, taking into account the technical capabilities of existing digital resources. They demonstrated the benefits of using comics in the educational process of training primary school teachers in the classes of the courses "Information and Technology Education with Teaching Methods" and "Information and Technology Education" and at meetings of the NUS Mentoring Studio. The article presents a selection and analysis of the available platforms for creating comics, which are most often used by educators in the educational process. A detailed analysis of modern digital resources has made it possible to identify the peculiarities of their use in the process of professional training of future teachers in the current conditions of martial law in order to develop the professional competencies of students. The study was conducted at the Faculty of Pedagogical Education of Borys Grinchenko Kyiv Metropolitan University during the organisation of the educational process and student internships in general secondary education institutions. Student works, surveys and observations made it possible to identify effective digital platforms for creating and using comics in school practice (in particular, Canva, Pixton, StoryboardThat, My Storybook) by students of speciality 013 "Primary Education".

Развитие эстетических способностей учащихся начальной школы в процессе художественного образования

In the XXI century, more and more teachers are turning their attention to the possibilities of creative develop-ment of children, which are provided by visual activities. This educational aspect is especially important for primary school students, since during the designated period the child is at the stage of intellectual and physio-logical development that allows him to fully immerse himself in the world of art and express himself in it. Crea-tive activity contributes to improving the effectiveness of the educational process in primary school through the development of fine motor skills of the child, his imagination, spatial thinking. In addition, an art lesson is an important way of aesthetic education in elementary school. At the same time, it is important for the teacher to transform the pupil from an outside observer into an active participant of the creative process. The article identi-fies some practical problems that a teacher faces in the process of educating aesthetic abilities in the condi-tions of the modern educational situation. It is noted that their solution has a pronounced relevance for the prac-tice of art education. Strategies for educating the aesthetic abilities of primary school students based on tradi-tional and innovative concepts of art teaching are proposed.

ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ДИФЕРЕНЦІЙОВАНОГО НАВЧАННЯ В ПОЧАТКОВІЙ ШКОЛІ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The article reveals the peculiarities of the implementation of differentiated education in the educational process of primary school. It is noted that each child is a unique individual with unique natural gifts, psychological and physical capabilities, different levels of adaptation to learning. The refore, it is necessary to introduce differentiated learning into the educational process, which we consider as a specially organized educational activity of younger schoolchildren, in the process of which, with the help of taking into account individual characteristics, the selection of forms, techniques and means of learning, there is a direction towards the optimal intellectual development of each child in accordance with his typological characteristics. In order to determine the typification of primary education students, we analyzed the types of learning abilities of students, used the level assessment of educational achievements of primary education students and the typology developed by V.O. Sukhomlynskyi about the division of schoolchildren into groups and the choice of methods of managing their educational process, and used observation of students' educational activities, diagnostic methods, questionnaires, test tasks, and creative tasks. The stages of the implementation of differentiated education in the educational process of primary school are specified, which correspond to the stages of lesson organization and include checking the self-training of students of primary education, preparing them to learn new knowledge during the lesson, initial verification of awareness and understanding of new material, consolidation, generalization and systematization knowledge, instruction on self-training tasks. Attention is drawn to the fact that the use of differentiated education is worthwhile not only during the lessons in primary classes, but also in the process of self-training of students at home. The directions of differentiation of the learning process of third-grade students of the New Ukrainian School have been determined. Current techniques for organizing differentiated education in the third grade of the New Ukrainian School have been selected. Pedagogical conditions for the effective implementation of differentiated education in the educational process of primary school are analyzed.

Музична терапія як метод навчання та розвитку молодших школярів за умов воєнного стану

The article discusses the ways of introducing methods of music therapy into the educational process of primary school. The essence and role of mu­sic therapy as an innovative health-saving technology for working with younger schoolchildren are defined. The article states that war, as the strongest stress factor, poses a real threat to the psychological and physical health of children. Psychological trauma caused by adverse en­vironmental factors can nega­tively affect the reactions and intellectual development of children, lead to undesirable behavior, emotional insta­bility, and depres­sion. In the conditions of martial law, the school should become the re­source place where the care of the child is based in the context of helping him adapt to the circumstances in which he or she finds himself. Today's challenges require improving the edu­cation and development of younger students through the use of health-saving ap­proaches and methods. It has been established that music therapy, being a component of psy­cho­logi­cal, pedagogical and psychotherapeutic methods, contributes to the preser­vation of mental health and the prevention of emotional disor­ders. It has a positive effect on a person's mood, on functional activity and perfor­mance, on his entire spiritual world. A definition of the concept of «music therapy» has been proposed, taking into account different scientific views. The article presents a classifica­tion of methods of modern music therapy in relation to the patient's ac­tivity or type of training. It has been established that the methods of mu­sic therapy can be integrated into pedagogical concepts and actions containing musi­cal, psycho­logical and social processes of learning and development, since it opens up opportunities to take care of the child in a multifaceted way, taking into ac­count all his/her characteristics, devel­opmental needs and in­dividual prob­lems. It is noted that in order to opti­mize the process of per­sonal development of the child, it is necessary to allow two areas to conduct a dialogue. Music-therapeutic methods of instrumental, vocal, motor improvisation, per­formance of ready-made musical works, receptive listening to music are high­lighted. A selection of musical works for work with younger stu­dents is pre­sented. The effectiveness of the influence of music therapy methods as a non-verbal form of correction on the personality of a junior schoolchild is noted.

Адаптация интеллектуально одаренных детей в учебном процессе начальной школы

The article reveals the results of psychological and pedagogical research on the organization of activities aimed at the adaptation of children with intellectual giftedness. The article introduces the peculiarities of the organization of psychological and pedagogical support of gifted children in primary school. It provides recommendations for the prevention of violations of the social adaptation of gifted children at the stage of primary general education.

Биокупол на уроках по предмету «Окружающий мир» при изучении темы «Круговорот воды в природе»

The topic "The Water Cycle", which is part of the discipline "The World Around Us", requires visual material for better understanding by younger students. The justification for this statement lies in the predominance of the visual-imaginative type of thinking over the verbal-logical type of thinking in younger students. In this regard, the abstract natural science material in the educational process of primary school, as a rule, is studied through experiments and experiments. We offer for consideration a visual material, which until recently had almost no scientific coverage: a children's scientific and entertaining set "Bio-dome", simulating the biosphere of the planet Earth and assuming interactive participation of students, including work in groups. The aim of this article is to describe the effectiveness of using the Bio-dome in laboratory experiments with elementary school students in studying the topic "The Water Cycle in Nature" based on the results of an empirical study. During the practical research the following methods were used: testing of elementary schoolchildren, laboratory experiment with a bio-dome and a pedagogical experiment. The study was conducted on the basis of the state budgetary educational institution of the city of Moscow "School N 1561". The results showed the effectiveness and prospects of using the bio-dome in the lessons of the discipline "The World Around Us" in the elementary school.

Instilling patriotism in primary students through the creation of book trailers

Introduction. In many countries of the world, the school is considered to be a center possessing all the resources for the formation of a free, democratic personality, a center for moral, civic, multicultural education. Literature, history, social science play an important role in educational programs in foreign countries; their study is considered as a source of spirituality, humanity, and citizenship. In the modern Russian school at the stage of primary education, much attention is paid to the formation of civic identity foundations, the cultivation of patriotism, and raising a responsible, creative, proactive, competent citizen of Russia. A special place in the moral education of primary students is occupied by the lessons of literature reading. Through the analysis of literary works, students understand the deep moral content of the work, the author’s attitude to the characters, the idea of the work. While considering the peculiarities of modern primary students, who are more focused on digital reading than traditional one, it becomes necessary to instill patriotic feelings in primary students through the creation of book trailers based on books by children’s writers about a heroic deed, about the Motherland, about the Great Patriotic War. The research is aimed at theoretical substantiation and experimental testing of the efficiency of the methodology for instilling patriotism in primary students through the creation of book trailers. Materials and methods. The research involved 51 students of the third grade of the general educational organization of the city of Zelenodolsk (the Russian Federation). The research used a combination of theoretical and experimental methods of studying objects that corresponded to the goals and objectives set and were aimed at determining the level of development of cognitive, emotional, activity criteria of patriotism (tests by N.F. Vinogradova "Great people of Russia", "Russia is proud of them"), revealing the level of development of behavioral motives in the education of patriotism (N. Biryukova’s test "I am a patriot"), identifying the level of development of digital literacy of a student (method of A.A. Efanova, M.A. Budanova, E.N. Yudina). For quantitative comparison, the non-parametric Mann-Whitney U test was used. Results. An analysis of the problem of instilling patriotism in primary students through the creation of literary and artistic book trailers based on books by children’s writers about the Motherland, the war, and heroic deeds allowed developing and testing a model of patriotic education of children based on the interactive activities of the teacher and students and aimed at educating cognitive, emotional, activity criteria of patriotism as well as development of digital literacy of students. Introduction of the model induced the following changes: 1) an increase in the level of the cognitive criterion of patriotism (up to 0.7082 and after 0.1075); 2) an increase in the level of the emotional criterion of patriotism (up to 0.5916 and after 0.0165); 3) an increase in the level of the activity criterion of patriotism (up to 0.7480 and after 0.0438); 4) an increase in the level of formation of digital literacy of students by 0.0457 (up to 0.6493 and after 0.0457). Conclusion. The model created for instilling patriotism in primary students through the development of book trailers allowed introducing and using this methodology in the educational process of primary school. The research results have demonstrated that the creation and use of book trailers in primary school had an effective impact on the development of interest in reading books about patriotism and citizenship, about the history of Russia, about the great people of Motherland, on the development of the emotional sphere of children as well as the development of activity criterion of patriotism in primary students.

The Role of School Committees in Optimizing Administration in Elementary Schools

The school committee plays an important role in optimizing administration in elementary schools. The purpose of this study is to examine the role of school committees in improving school governance and creating an optimal learning environment. The research method used is qualitative research with literature study methods by collecting data from various sources. The results showed that the role of the school committee in improving administration includes financial supervision and management, work plans and programs, performance evaluation, education quality coaching, and cooperation with parents and other stakeholders. The school committee actively carries out its roles and duties can create a better learning environment and ensure the success of the educational process in primary school.

PEDAGOGICAL TOOLKIT OF THE SYSTEM OF PARTNER INTERACTION OF THE PRIMARY SCHOOL TEACHER BETWEEN SUBJECTS OF THE EDUCATIONAL PROCESS

The article defines the role and significance of partnership interaction of the subjects of the educational process in primary school. The best qualities of a person are revealed at school age, facilitated by the effective partner interaction of teachers and students, which acts as a kind of connecting component of pedagogical system of the educational space, the main means of solving educational tasks. The article purpose is to determine the pedagogical toolkit of the system of partnership interaction of the primary school teacher between the subjects of the educational process. Research methods: analysis (of psychological and pedagogical literature, information sources on the research problem), synthesis, comparison, systematization of scientific sources (to identify the state of development of the problem), generalization. Updating the pedagogical toolkit of the teacher is of particular importance, namely: the use of such forms and methods of learning, which would not only involve the active participation of the child in the lesson, but also contribute to the establishment of an effective partnership between the teacher and the student. The success of partnership between students and teachers depends on the pedagogical toolkit, which is represented by the group and team form of learning. Group form of training includes: pair, cooperative-group, differentiated-group, link, individual-group. Among the teaching methods, interactive teaching methods are defined: cooperative, collective-group, situational modeling methods, methods of working out discussion issues. It has been established that the definition and implementation of pedagogical tools in educational practice contributes to productive partnership interaction between the participants of the educational process in primary school.

Организация образовательного процесса в начальной школе для обучающихся с ОВЗ

<p>The article is devoted to the study of the theoretical and methodological foundations of the organization of the educational process in primary school for students with disabilities. The author substantiates the relevance and practical significance of the research topic. The relationship between the educational environment and the educational process is proved, criteria for evaluating the effectiveness of the latter are indicated. The definition of the concept of “educational process” is clarified, in particular, from the point of view of special (inclusive) education, the principles of the organization of the educational process for children with disabilities are considered. The list of elements of this process is specified, the emphasis is placed on the need to expand it with another component — the scientific approach. The thesis about the value of the competency-based approach is argued. It is assumed that its inclusion in the model of the organization of the educational process already in primary school for students with disabilities will completely eliminate predictors and triggers of microsocial exclusivity.</p>

Methodological support for the preparation of future teachers for the integrated education of younger students

The article presents one of the results of our work on the scientific project “Scientific-theoretical substantiation and methodological support for ensuring the training of future teachers for the integrated education of younger students”, implemented as part of grant funding for research by young scientists under the Republican project “Zhas Galym for 2022-2024”. The purpose of the article is to substantiate the need for methodological support in the preparation of future teachers for the integrated education of primary school students. The research problem is to find and identify ways and means of preparing future teachers for integrated education in primary school in accordance with the requirements of modern society and the education system as its social substructure. The solution to this problem was reflected in the practical significance of the result presented in the article — the development of an automated training program (ALT) “Scientific and theoretical foundations of integration in learning” and the results of its testing with students of the educational program “Pedagogy and methods of primary education”. The methodological basis of the research is revealed on the basis of a theoretical analysis of the psychological and pedagogical literature on the research problem; legal documents of the Republic of Kazakhstan in the field of education; studying the experience of foreign and Kazakhstani researchers on the preparation of future teachers for the integrated education of younger students. The main results of the study showed that the use of an automated training program has a positive effect not only on the expansion and deepening of knowledge, but also on the development of practical skills, as well as their application in the process of integrated learning in the educational process of primary school.

Ecology of childhood: the problem of imagination development of younger schoolchildren

The article emphasizes the need to develop the imagination of younger schoolchildren as an important factor in the formation of their creative personality. It is emphasized that primary school age is a sensitive period for the development of imagination, and therefore the task of a modern primary school is to use a period favorable for the development of this mental function.The role of the teacher in the development of students' imagination is revealed. It is emphasized that the main priority in the educational process of primary school should be to ensure proper childhood ecology. The teacher needs to organize the educational process so that it is environmentally friendly for children. The teacher's task is to preserve the creative tendency of the preschool age, to strengthen it in the younger school age, in other words, to preserve the creative potential of the child in new conditions where abstract, conceptual, theoretical knowledge prevails.It was found that in order to ensure the activation and effective course of the imagination development process in younger schoolchildren, it is necessary for the teacher to create and observe the following psychological and pedagogical conditions: possession of scientific knowledge and technological skills regarding the development of imagination of students; taking into account the age, gender and individual psychological characteristics of the development of imagination of younger schoolchildren; ensuring a favorable psychological atmosphere in the course of extracurricular and extracurricular educational activities; creation of a creatively developing educational environment, as well as organization of joint creative activities with students; building educational and educational interaction with students on the basis of a dialogical approach; the use of a system of creative tasks, innovative technologies for the development of imagination; promoting the manifestation and realization of students' interests and abilities by involving them in various types of creative activities.

METHODOLOGICAL FEATURES OF USING IMMERSIVE TECHNOLOGIES IN PRIMARY SCHOOL TEACHER TRAINING

The article discusses the features of using immersive technologies in the educational process of primary school. In the context of distance and blended learning, in addition to the use of various digital technologies, Internet resources and interactive tools in the educational process, it is effective to use special software tools to visualize, demonstrate and reproduce various phenomena. The need to train future teachers to use immersive technologies and the lack of methodological support for teachers proves the relevance of the chosen research topic. In the article, the authors demonstrate the advantages of using immersive technologies (virtual and augmented reality), virtual laboratories and mobile applications in the training of future primary school teachers in the integrated course "Art". The article presents a sample of existing immersive applications that educators most often use in art classes. Based on the analysis of modern online resources, it is proposed to systematize them in terms of their use in the educational process of higher education institutions under martial law for the training of future primary school teachers. In the conditions of the real educational process, the study was conducted on the basis of Borys Grinchenko Kyiv University and during the internship of students in the secondary school of Kyiv. Kyiv, which made it possible to identify the best software tools for use in primary education institutions and during the training of students majoring in 013 "Primary Education": information and reference (electronic encyclopedias, virtual tours, 360° museums), simulation programs (Crayola Art-Studio multimedia graphic editor, Crello online tool, PaperOne training program), laboratories (Chrome Music Lab (Oscillators, Kandinsky, Sound Waves, etc.) Toyteatre). Ensuring that future primary school teachers are properly trained in the use of immersive technologies is a key to successful informatization of education, which will ensure quality and effective education for future generations.

Leadership Qualities of Future Primary School Teachers: a Theoretical and Practical Discourse

The realities of today require quick and effective decisions in all spheres of life. One of the conditions that will contribute to the development of this process is the development of human leadership qualities. Having them, a person will learn to take responsibility for their actions and their consequences, to adapt to changing conditions of life.
 The views of modern domestic and foreign scientists are concentrated on the problem of leadership. In it they see the success not only of a particular person, but also of the state as a whole. Since the formation of a personality mostly takes place in primary school, the purpose of this publication was to determine the leadership qualities and features of their development in future primary school teachers, who must have them in order to form them in their pupils.
 In order to find out the state of formation of leadership qualities in future teachers, an experiment was conducted with first-year students of the first (bachelor's) level of higher education majoring in “Primary Education”. In order to determine the levels of leadership development, the methodology “Diagnostics of leadership abilities” (E. Zharikov, E. Krushelnytsky) was used. The data analysis shows that 78 % of students have poorly expressed leadership qualities. This is a demonstration that it will be difficult for students to develop these qualities on their own. The development and testing of tasks that will help students develop their leadership qualities and effectively carry out the educational process in primary school will encourage the solution of this problem. The presented tasks are focused on the use of group forms of work to improve leadership skills and stimulate students to self-development and self-realization.

PROJECTS IN COMPUTER LESSONS IN PRIMARY SCHOOL AS A MEANS OF FORMING INFORMATION AND COMMUNICATION COMPETENCES OF YOUNGER SCHOOL STUDENTS

The article deals with the formation of information and communication competence of junior high school students in computer science lessons in elementary school by means of project activities. The author emphasizes that the vocation of educational institutions in our time (including elementary school) consists in the formation of competences in the students of education, which today act as a guarantee of a successful professional and personal life of a person. Also, in the conditions of the rapid development of computer equipment and information technologies, the priority of education development is determined by the introduction of modern information and communication technologies in education, which ensure the improvement of the educational process, the accessibility and effectiveness of education, and the preparation of the young generation for life in the information society. And the most effective means of solving the tasks in our time are projects as an activity for solving various problems. Projects have certain features and significantly increase motivation to study, as they form a reasonable balance between academic knowledge and pragmatic skills. The use of project activities in the educational process makes it possible to comprehensively solve the tasks of education, upbringing and development of the school. The implementation of projects by younger schoolchildren makes it possible to form a personality that better adapts to changing conditions and circumstances, orients itself in various situations, successfully integrates into society, defines and implements its life strategy, is capable of self-organization, self-realization, and creative potential. An important role in solving project problems is played by information technologies, familiarization and assimilation of which takes place in computer science classes in elementary school. The use of information and communication technologies in project activities makes it possible to master new ways of working with alternative sources of knowledge, establish new contacts to expand the sphere of communication. The positive emotions that students receive in project activities using information and communication technologies strengthen their self-confidence, contribute to the development of their cognitive activity, and increase motivation to study school subjects. In this case, the implementation of projects using information and communication technologies should be an integral structural element of the educational process of primary school.