Folk Pedagogy Research Articles

THE ROLE OF FOLK PEDAGOGY IN THE DEVELOPMENT OF CREATIVITY OF STUDENTS OF HIGHER EDUCATIONAL INSTITUTIONS

This article will focus on the essence of the formation of the creative potential of students of higher education institutions on the basis of folk pedagogy. Folk pedagogy is a rich history, ancient traditions, the center of education of each nation. As future teachers, students must first understand the essence of folk pedagogy and receive spiritual education.

ПРЕДМЕТНАЯ ОБЛАСТЬ ИССЛЕДОВАНИЙ ВЕДУЩИХ ЭТНОПЕДАГОГОВ ТУВЫ

Ethnopedagogy and ethnopedagogic research remain relevant in a number of modern pedagogical studies of domestic and foreign authors. The studies of the leading ethnopedagogues of Tuva, Salchak K.B., Oorzhak H.D.-N., Munzuk T.T., Oorzhak S.Ya., Shaaly A.S., Sunduy G.D. and others reflect the content and significance of folk pedagogy of the Tuvan people, its educational and socializing functions. They are analyzed in detail, for example, in the works of K.B. Salchak. The problem of research in this article is caused by the need to comprehend the subject area of dissertation research of ethnopedagogues of the Republic of Tuva. The research of the ethnopedagogues of Tuva and their subject area are defined as the object and subject. The purpose of the study: to determine the expansion of the content of modern ethnopedagogical research. The research method is a theoretical analysis of the topic of the article. The novelty of the research is determined by the comparative identification of the subject area of dissertation research. It is revealed that it is determined in accordance with the subject and object of ethnopedagogy, which were developed by academician G.N. Volkov. Of the methodological approaches in research, mainly systemic ones prevail (although in some studies a combination of, for example, culturological and axiological is used). Due to the expansion of methodological approaches of pedagogical science, which are applicable in research in the field of ethnopedagogy, the potential for studying and revealing Tuvan folk pedagogy is laid in the subject area of each of the studies. At the present stage of the development of ethnopedagogy in Tuva, there is a need to expand the subject area of ethnopedagogic research, which determines their content in accordance with modern methodological approaches in their combination with the prevailing culturological and axiological.

Health for young people in Karakalpak Folk pedagogy conservation teaching traditions

The past, history, customs, traditions of the people of Karakalpak are expressed in epics, proverbs, folk tales, and songs from the sources of folk pedagogy. Folk pedagogy is an integral part of the art of every nation, it embodies the thoughts and aspirations of the people and reflects their worldview, individual, family, and youth education. The role of folk pedagogy in the application offolk health traditions analyzed in the article to the process of youth education is considered special. Our people have always paid attention to health and spiritual vitality. In ancient times, our people lived close to nature, gathered experiences by studying the phenomena observed with the change of weather and seasons. He drew conclusions from his experiences.

ДУХОВНО-МОРАЛЬНЕ ВИХОВАННЯ УЧНІВ ПОЧАТКОВИХ КЛАСІВ НА УРОКАХ УКРАЇНСЬКОЇ МОВИ

The article substantiates that the priority direction of primary education in Ukraine is the spiritual and moral education of students, which involves the adoption of moral norms and national values by younger schoolchildren. In the context of the research, we consider the ethno-pedagogical aspect, which involves teaching the Ukrainian language based on folk pedagogy and didactics, to be a priority.

Historical and theoretical aspects of russian folk culture-oral creativity on the example of “children's literature” course

On the basis of the course (“Children's Literature”), the paper examines historical and theoretical features of Russian folk culture - oral creativity. Russian folklore, particularly children's folklore, its types, genres, and connections to national folk pedagogy, are essential for a future teacher to fully comprehend and socio-psychologically perceive the world around children of primary school age, because folklore is the most valuable source for understanding people's culture.

ВИХОВАННЯ СЕЛЯНСЬКИХ ДІТЕЙ В УКРАЇНСЬКІЙ РОДИНІ ЗА СТАТЕВИМ РОЗМЕЖУВАННЯМ (ХЕРСОНСЬКА ГУБЕРНІЯ ХІХ – ПЕРША ЧВЕРТЬ ХХ СТОЛІТТЯ)

The publication reveals patterns and components of the process of gender-age education of children in a Ukrainian peasant family. The importance of studying folk pedagogy in terms of the objectively existing features of individual regions, which differ in their specifics of socio-pedagogical, economic and cultural development, is emphasized, among which the Kherson province occupies a prominent place. It is emphasized that the period of the 19th - the first quarter of the 20th century is of particular interest, which is represented by a variety of means and forms of education, reflected in folklore, folk traditions, customs, beliefs, folk games, etc. Among the regularities of gender-age education of children in the Ukrainian peasant family of the 19th - the first quarter of the 20th century the following things are singled out: dependence on a set of interconnected educational methods, means and forms; the results of the process of gender-age education were determined by the level of children's assimilation of specific knowledge, the formation of their views and beliefs about social roles and responsibilities of women and men; the effectiveness of gender-age education was achieved through the influence of parents on the world perception of children. Characteristic features of the process of gender-age education of children in the Ukrainian peasant family of the 19th – the first quarter of the 20th century. were: imitating, copying and reproducing the experience of relationships between a husband and a wife, father and mother with children, considering their gender; the unity of the purpose, methods and means of gender-age education of children; variability, consistency and continuity of parents' educational actions in the process of raising children from their birth till 14 years of age. The components of the gender-age education of children in the Ukrainian peasant family of the 19th and the first quarter of the 20th centuries are singled out: purpose, principles, tasks, organization of educational influence and specific results. The purpose of gender-age education was carried out by solving the tasks: helping the child to associate himself herself with one of the gender groups; the child's awareness of his\her own social role; mastering women's or men's spheres of activity through the transfer of labour knowledge , abilities, skills, getting used to managing and organizing a household, ensuring awareness in a certain craft or industry. The analysis of the sources made it possible to conclude that the transfer of specific knowledge, practical skills and social experience of the interaction of the genders to children was achieved through the use of parenting methods (persuasion, suggestion, example, habituation, demand, request, order, prohibition, public opinion) that highlighted the process of children correlating themselves with one of the gender groups and awareness of their own social roles and tasks in the main spheres of Ukrainian peasant life; revealed and actualized patterns of activity and behavior that were traditionally characteristic of men and women; contributed to the consolidation of practical knowledge, skills and behavioral patterns of children, considering their gender. In traditional society, family upbringing was carried out according to the principle of differentiation of genders, which is based on the socio-economic status of the family itself and the nature of family relationships.

ПРИМЕНЕНИЕ ЭЛЕМЕНТОВ ЭТНОДИДАКТИКИ ДЛЯ ФОРМИРОВАНИЯ ПОЗНАВАТЕЛЬНЫХ УМЕНИЙ УЧАЩИХСЯ ПРИ ОБУЧЕНИИ ХИМИИ В СОВРЕМЕННОЙ ШКОЛЕ

This article discusses the definition of the content, the development of methodology and theoretical and experimental substantiation of the content-cognitive component in the formation of cognitive activity of students through the materials of ethnodactic ideas of folk pedagogy in the process of teaching natural disciplines. It is shown that the construction of an educational and training system using the means of folk culture in a variety of forms of life of schoolchildren in modern society makes it possible to create an integral educational process in the environment, the formation of a rich morally educated personality capable of realizing himself both at school and in the microenvironment. The authors consider one of the didactic conditions for using the ideas of folk pedagogy in improving the forms and methods of teaching is the enrichment of the content of educational material by including elements of ethnic culture in its composition. Effective ethnodidactic means are games, folk sayings, proverbs, riddles, fairy tales, counting books, tongue twisters, etc. The choice of a particular tool is determined, first of all, by its main functions. The formation of students' pedagogical worldview of pedagogical culture and general professional competence on the basis of studying the general foundations of ethnopedagogy of Kazakhstan should be aimed at mastering common cultural values, at creative mutual enrichment of ethnic cultures, at stimulating the development of each ethnic group inhabiting the Republic of Kazakhstan.

METHODOLOGICAL TRAINING OF TEACHERS OF MILITARY UNIVERSITIES ON THE USE OF THE EXPERIENCE OF ETHNOPEDAGOGICAL HERITAGE

The article discusses the decline in the level of methodological training of teachers of military universities of the Republic of Kazakhstan. The article considers the conduct of experimental research, the implementation of measures of the target pedagogical program for the use of ethnopedagogic heritage in the education of cadets. The author emphasizes the importance of the basic pedagogical conditions for improving the methodological training of teachers based on the experience of folk pedagogy. Important pedagogical conditions for improving the methodological training of teachers by means of ethnopedagogics are: communication with the cadet, official activity (official, pedagogical), communication and activity, in turn, are focused on obtaining a certain result when creating pedagogical, educating conditions in the cadet environment. In the study, the concept of "ethnopedagogic design" should be understood as a plan (project) for the systematic introduction of traditional elements of the material and spiritual culture of the Kazakh people into the educational process of a military university. The article reveals the ethnopedagogic approach as a directed enrichment of future educational influences with ethnotraditional elements. Developing its own definition of the ethnopedagogic approach, it should be argued that this is a purposeful filling of the pedagogical process with traditional elements of Kazakh ethnopedagogy. The author pays special attention to the improvement of the methodological training of the teaching staff of military universities, which in their activities should be guided by the following ethno-pedagogical laws: moral and ethical laws, laws of tradition education, patterns of ethno-social roles, etc.

Мультипликационная история Колобка. 1936–2020 годы

The fairy tale Kolobok [The Gingerbread Man] belongs to the group of archaic cumulative fairy tales. Their entire content was reduced to recounting the phenomena of reality, living beings or objects. This type of thinking continues to be relevant for any person during early childhood. But in the modern world, such worldview does not exist and cannot be represented in figurative forms. Meanwhile, the cartoon interpretations of the Kolobok plot claim to be adequate in the transfer of folk pedagogy and morality. It considered to be their high dignity. However, not a single film adaptation conveys the content of the fairy tale in its natural environment. Thus the assessment of the film adaptation should not depend on its compliance with the original work. The fairy tale Kolobok is one of the most popular fairy tales; a large number of animated films have been created on this plot for both children and adults. But since the idea of cumulation is incomprehensible to a modern person, the directors fill the plot of the tale with new solutions and meanings. Children’s film adaptations teach to be careful and not trust the first person they meet, obey their parents and not run away from home. Adult film adaptations deal with the tragedy of human life, the complex relationship between man and power, ironically mention social turmoils. It does not matter whether the positive or destructive nature the new film has, but the most important thing is artistically convincing solution to the problem.

MAIN DIRECTIONS OF SPIRITUAL AND MORAL EDUCATION OF CHILDREN IN PRESCHOOL EDUCATION INSTITUTIONS

The basic ideas of education of spirituality and morality in folk pedagogy and ethno pedagogy are revealed. The views of prominent Ukrainian teachers on the spiritual and moral education of preschool children are analyzed. The influence of Christian traditions on the spiritual and moral development of the individual is clarified. The leading components of spiritual and moral education are highlighted. Forms of work with children in preschool education institutions are covered, directions of spiritual and moral education are determined. The relevance of spiritual and moral education of preschool children is substantiated.
 The instability of the spiritual and moral atmosphere in society has caused a particularly acute problem of spiritual values formation and moral priorities in the life of the child. The concepts of sensitivity, mercy, compassion, empathy, conscience, the need to act well should be a key guideline in the implementation of a spiritual life-affirming model of personality. The study found that in folk pedagogy were common areas of spiritual and moral education of children: household, customary, civic education. Spiritual and moral education of preschool children by the legacy of prominent teachers of the first third of the twentieth century was carried out in the following areas: national education; family upbringing; religious education; mental education; aesthetic education). Spiritual and moral education of preschool children at the present stage is a priority for the harmonious development of personality. The upbringing of children is based on a certain system of values such as: universal, national and civic. It is carried out in the following areas: national-patriotic, civic education; family upbringing; labor education; aesthetic education; environmental education.

Patriotic upbringing in the ethnocultural heritage of the Kazakh people

Folk pedagogy is the centuries-old experience of the people in the field of education, training, adaptation and upbringing. In our opinion, public education is a historically developed system of educational influence of a particular nation on a person, including a child. In this system, the life and essence of people are in integrity. The desire to preserve and develop the foundations of ethnic and cultural identity, such as language, customs, religious beliefs, history, is an essential manifestation of the globalization process. After all, the basis of education is noble spiritual values that have been formed over the centuries of traditions. And the unshakable rules and principles that are passed down from generation to generation from the point of view of high dignity and spirituality strengthen and educate human morality. Ethno-cultural heritage is the golden pillar of human life. The basis of the ethno-cultural heritage does not exclude universal spiritual values, but harmonizes with them. They enrich and enrich each other. Therefore, a person deeply rooted in ethnoculture is a person spiritually rich. Such a person is more inclined to assimilate cultural and spiritual values from a universal point of view and is characterized by the status of a full-fledged and perfect person.

TRADITIONS OF EDUCATING OF YOUNG PEOPLE TO PATRIOTISM IN KARAKALPAK FOLK PEDAGOGY

This article deals with the issues of patriotic education of young people through Karakalpak folklore. KEYWORDS: Karakalpak folk pedagogy, proverbs, lullabies, fairy tales, legends, patriotism, self-sacrifice, morality.

Adolescents and society

In the paper I touched on such a painful and necessary issue as upbringing, adolescence and society.The issue of upbringing occupies a special place in Georgian pedagogical thinking. It starts with Georgian folk pedagogy and ends with modernity.The merit of the Georgian chronicle writers in the formation of the Georgian national consciousness is also important.If not Georgian thinking in the 60-s of the nineteenth century , Georgia would probably not be what we have today. There was not a single issue related to the country, culture, education, so that he does not think, care and do not decide this issue based on the goals of the country and the people.“We belonged to ourselves” said Georgian chronicle writers and they really brought freedom back to the nation. All this continued in the Georgian society. In his morals, intellect and this power lives my country so weak today.When we talk about upbringing, we attach great importance to moral upbringing. This is the same morality or how a person should live.

Опыт воспитания студентов кураторами на основе этнопедагогики

The relevance of the research in the article is based on the root cause of the socio-economic crisis and a sharp deterioration in the health of the nation in modern society lies not only in the economy, but also in the spiritual values and ideals of the majority of the population, especially young people. Anger, rudeness, materialism, selfishness, sexual negligence, alcoholism, drug addiction, crime, religious fanaticism and various cultural vices all destroy our daily life and harm the mental and physical health of the nation. In this regard, the education of young people based on ethnopedagogy with different concepts developed against all this is a necessity in higher educational institutions. Materials and research methods: in today’s era of globalization and the development of information technologies, it is important to use the methods of educating students on the basis of tradition and socialization in our folk pedagogy in the development of the younger generation. The use of primordial educational traditions in the socialization of the younger generation in accordance with the requirements of the present day will allow passing on to the younger generation the national identity of the Kyrgyz people — to preserve, further continue and recreate the culture of our people. Research objectives: the article examines the experience of educating students by curators on the basis of ethnopedagogy on the example of Osh State University. Research results: the success of an event largely depends on the curator’s participation in events with students, his moral support, as well as his interest and approval. Conclusions: a high level of national self-awareness, knowledge of the elements of the culture of one’s own people, a positive attitude towards language and customs, knowledge of the native language and communication in it and ethnic self-identification are the necessary qualities of ethnopedagogy.

Технология обучения в колледжах по произведениям Тоголока Молдо на этнопедагогической основе

Research relevance: Everyone knows that in the 20th century more than 70 nationalities, ethnic groups finally lost their language, ethnoculture, national identity and assimilated into the Russian nation. Such a fate awaits all nations that, in the context of globalization, have not been able to preserve their ethnopedagogy and national identity. To prevent our Kyrgyz people from finding themselves in such a difficult situation, we must apply teaching methods on an ethnopedagogical basis. Research relevance: recently in colleges it is very important to improve the quality of knowledge, the spread of new learning technologies. First, it is said about the varieties of the art of improvisation (aitysh), which was characteristic of the Kyrgyz and Kazakh people, and then about the features of the philosophical aitysh. The author then discusses the teaching methods for this lesson. Research materials and methods: pedagogical observation of students during teaching and pedagogical experiment and dialogue. Research objectives: teaching the work of the great Kyrgyz poet Togolok Moldo “Talym Girl Aitysh and Koboka” on the basis of ethnopedagogy and reveal the artistic features of the work “Talym Girl Aitysh and Koboka”, convey its moral essence and ethnopedagogical idea through advanced educational methods and techniques. Research results: students were introduced to the recommended creative reading techniques. Conclusions: students gained knowledge and learned the values of folk pedagogy, which calls for wisdom and the application of the acquired skills in life.

ҮЙ-БҮЛӨ ТАРБИЯСЫНЫН МЕКТЕП БҮТҮРҮҮЧҮЛӨРҮНӨ КЕСИПТИК БАГЫТ БЕРҮҮ ПРОЦЕССИНДЕГИ ОРДУ

The effectiveness of a graduate in choosing the right profession depends on the specifics of family upbringing. In the context of socio-economic reform in the Kyrgyz Republic, there is a reluctance of parents to address the issues of child rearing and their personal development. In this regard it was stressed that in the strategic directions of development of Kyrgyzstan until 2040, special attention should be paid to the institution of the family. As the material and psychological difficulties in the family create significant problems in the upbringing of children. The article describes the concept of the family, the impact of the family, folk pedagogy on the career guidance of graduates. The role of the family is highlighted in the career guidance process as well. The article reveals the

FORMATION OF TEACHING KYRGYZ LITERATURE IN NATIONAL PEDAGOGY

The article examines the fundamentals of folk pedagogy of the Kyrgyz people, formed before the emergence of secondary schools. The role of literature in the upbringing of the younger generation of the Kyrgyz people has long been recognised. It was organized at a high level in the process of growing up in accordance with the content of socio-social conditions. The formation of the first methods and techniques of teaching young people ethno-pedagogical basis is defined. Particular attention is paid to the problem of combining ethno-pedagogical education with the study of Kyrgyz fiction in addressing the contradictions of life and mastering the social and personal competence of their time by young people. The article discusses the benefits that young people gain from ethno-pedagogical education in their personal lives.

Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China

ABSTRACT Reform initiatives are common throughout the Chinese early years education sector. This paper proposes a conceptual framework of a folk pedagogy of change as a perspective on the systemic barriers to the development of practice which foregrounds some of the tensions within and across these barriers. Our analysis is based on three commissioned literature reviews and site visits with practitioners and parents to Chinese Kindergarten and early years settings. The use of situated learning theory as a perspective for analysing interconnected and interdependent organisations is offered as a way of extending our understanding of educational change. This enables a move beyond a simplistic and essentialist notion of culture which locates implementation problems at the incompatibility of varied cultural perspectives. A folk pedagogy of change can help to understand why a range of educational contexts might be resistant to externally generated ideas for educational change.

Формирование толерантной компетентности младших классов на основе народной педагогики

The article examines the meaning and significance of tolerance in human life and behavior, as well as the formation of tolerant competencies in junior schoolchildren on the basis of folk pedagogy. The studies were conducted by researchers who consider tolerance to be an important personality value. The functions and types of tolerance in society have been identified. According to the results, it was found that in the process of teaching children's songs in elementary school, using the rich experience of folk pedagogy, students have an excellent opportunity to develop ethnocultural competence, including tolerance.

THE CONTENT OF YOUTH EDUCATION IN KARAKALPAK FAMILIES BASED ON FOLKLORE

Like all peoples of the world, the Karakalpak people have always paid great attention to the upbringing of children in the family. The upbringing of a child in the family, is considered to be an integral part of life. Good results can be achieved if this process is carried out using the oral traditions of the people. Art of folklore traditions tested in the life of the people have been a spiritual food for thousands of years and serve as a tool of folk pedagogy and education. It is analyzed that folklore is the rich educational tool which used by the Karakalpak people in the upbringing of children. KEY WORDS: Karakalpak people, family, upbringing, oral folklore, childrens songs, national traditions, spirituality