Lessons In Primary School Research Articles

The Role of Integrated Interdisciplinary Links in the Study of the Mother Tongue in Primary School

The article focuses on an important problem stipulated by cardinal changes in the theory and practice of training and education of children of primary school age. Its topicality is caused by the implementation of the New Ukrainian School Concept, the essence of which is to change the teaching methods of primary school children bringing them most closely to play activities that is a characteristic feature of mental and physical development of children in primary school age. Purpose. To clarify the importance of interdisciplinary connections and interdisciplinary integration in Ukrainian language lessons in the primary grades of the New Ukrainian School, to outline some aspects of the realization of the essence and importance of this phenomenon. Methods. Analysis of scientific literature on the problem, generalization and systematization of the collected material, modeling of integrated processes. Result. The article focuses on various aspects of the implementation of integrated interdisciplinary links in Ukrainian language lessons, including elements of classes in language and reading, language and mathematics, language and science, language and computer science, lan-guage and art. Due to the fact that the new curriculum for primary school students offers the introduction of such subjects as “I explore the world”, “I am in the world”, “Environment”, “Health Technologies”, “Natural Science” having an integrated nature in themselves, it allows the primary school teacher to expand the interdisciplinary links of disciplines studied by younger students. Originality. The article emphasizes that modern scholars propose to distinguish between the con- cepts of the “integrated learning” and “interdisciplinary links”, which until recently, were interpreted in the literature as similar phenomena. Based on certain theoretical principles of the integrated and interdisciplinary links, different options for their use in native language lessons in primary school have been proposed.Conclusion. Thus, the teacher should analyze the educational material from the proposed subjects, choose topics that are similar in content and purpose, syn-thesize this material and organically combine educational material.

УПРОВАДЖЕННЯ ФОРМУВАЛЬНОГО ОЦІНЮВАННЯ УЧНІВ В ОСВІТНІЙ ПРОЦЕС ПОЧАТКОВОЇ ШКОЛИ

The article says that for many years, school assessment has been a tool for ranking students. With the change in the concept of the modern school, new approaches to the assessment of academic achievement are being introduced – from now on, assessment should be used to analyze individual progress and plan the individual pace of learning of each young person. The essence of the concept, which is based on the provisions of child-centered pedagogy, is explained – it is “formative assessment”. Forms, techniques, methods of formative assessment and ways of their use in lessons in primary school are revealed. Emphasis is placed on important elements of formative evaluation – self-evaluation and mutual evaluation. The point is that formative assessment consists of components that make it an effective tool for the process of individualization and improving the quality of learning; active participation of students in the process of their own learning; informing them about the learning objectives and assessment criteria; use of self-assessment and mutual evaluation according to the developed criteria; providing feedback that allows students to monitor their progress and identify further learning tasks and ways to accomplish them. It is directly related to a new understanding of the educational process, in which the student, along with the teacher, becomes an active subject of learning and involves the abandonment of rigid reporting and the development of new assessment practices.  

Development of Logical Thinking in Creative Computer Science Lessons Using Inventive Problem-Solving Technology

Modern school education should provide the best conditions for realising students’ potential and reveal all the natural inclinations inherent in them. The use of technology for solving inventive problems in creative Computer Science lessons organises thinking and promotes students’ critical thinking development. Therefore, the child develops logical thinking, increases motivation to learn, and independence. This study aims to develop methodological aspects of using inventive problem-solving technology to develop students’ logical thinking in creative Computer Science lessons. The following approaches were used in the study: theoretical analysis and generalisation of scientific data on the subject matter; observation, questionnaires, testing, pedagogical experiment and methods of statistical processing of findings. In the process of research, the features of the formation of logical thinking of students in Computer Science lessons in primary school were analysed, the expediency of using techniques of technology for solving inventive problems as a means of developing logical thinking of primary school students in creative Computer Science lessons was substantiated. A system of tasks for the development of logical thinking in 8th-grade students was developed and implemented in the educational process, which allowed experimentally testing the pedagogical effectiveness of the level of formation of logical thinking and its development in 8th-grade students. The study of the level of formedness of logical thinking in 8th-grade students in such components as the level of development of the ability to analyse the conditions of the problem (the “logical problems” method) and the level of development of logical thinking (the “logical and quantitative relations” method) is carried out. The results of the pedagogical experiment confirmed the hypothesis that the development of logical thinking of 8th-grade students during creative Computer Science lessons is influenced by the technology of solving inventive problems

Effects of yoga and mindfulness practices on the autonomous nervous system in primary school children: A non-randomised controlled study

ObjectivesThe present study examined the effects of a yoga and mindfulness-based programme on the autonomic nervous system of primary school children by using heart rate variability parameters. DesignA two-arm non-randomised controlled trial compared an integrated yoga and mindfulness-based programme (16 weeks) to conventional primary school lessons. SettingPrimary school classrooms and conference rooms. InterventionsParticipants were allocated to a 16-week integrated yoga-based programme or conventional school lessons. A subgroup was randomised to receive 24h electrocardiogram-recordings. Main outcome measuresHeart rate variability indices were measured, both linear (time and frequency domain) and non-linear (symbolic dynamics, compression entropy), calculated from 30-minute extracts of Holter-electrocardiogram-recordings. Assessments were conducted at baseline and at the end of intervention. Results40 participants (42.5% female) were included into the analysis of HRV. No significant changes in heart rate variability parameters were observed between the groups after 16 weeks. In the intervention group, a trend towards increased parasympathetic activity could be seen over time, although not significantly enhanced compared to the control group. ConclusionResults obtained here do not clearly show that children in German primary school settings benefit from an integrated yoga-based intervention. However, exploratory post-hoc analyses point interestingly to an increased nocturnal parasympathetic activity in the intervention group. Further studies are required with high-quality study designs, larger sample sizes and longer-term follow-ups.

FORMATION OF SELF-DEPENDENCE OF JUNIOR SCHOOLCHILDREN IN THE COMPREHENSIVE SPACE OF PRIMARY SCHOOL

The article highlights that provision of a person with the ability to quickly adapt and solve problems in new, unusual situations is challenge of today. Its implementation starts being provided by the school of the first degree and represents not only filling of knowledge sphere, but also formation of key competences of schoolchildren which promote their activity as participants of effective development and dynamic development of the state.
 Performed analysis of the possibilities of primary education in the implementation of the competency approach, which contributes to the organization of educational activities of primary school students with a predominance of cognitive activity to achieve their independence is provided in the process of acquiring new knowledge and skills. The development of students' self-dependence, their manifestation of initiative, creativity, cognitive interest, etc., is provided by various didactic tools that allow to make learning interesting and exciting not only at the creative and exploratory level, but also in the daily study of subjects.
 It is stated that achieving the required level of education and personal development is impossible without systematic independent work, the need in it lies in the school years. Therefore, the school should pay much attention to self-dependent learning activities of students, this concept means a generalized personality trait, which is manifested in initiative, critical thinking, adequate self-esteem and a sense of personal responsibility for their activities and behavior, which is manifested in thinking, willpower. In view of this, only now is a holistic theory and methodology of this process for educational activities being created.
 It is established that the importance of self work in the educational process is difficult to overestimate, it forms independence, which is a quality of each person and contributes to the achievement of a truly conscious and strong mastery of information. Based on this, it is confirmed that the level of self-dependence is formed in all primary school lessons gradually. That is, this characteristic is the result of constant, persistent, long-term work of teachers, students and all interested participants in the didactic process.
 It is proved that the development of self-dependence is facilitated by a gradual increase in the amount of self work in the classroom, a variety of tasks, the introduction of creative work, combining them with work of a training nature. The ratio of creative and training work in the educational activities of primary school children depends on the stage of study, its content and purpose of the lesson. An essential condition for success is a clear statement of questions, tasks to students. Awareness of their students directs mental activity. The didactic game in the classroom, which not only provides maximum satisfaction to the child is of great importance, but is a powerful means of its development, a means of forming a full-fledged personality. This form promotes the self-dependence of educational activities, promotes the level of skills and knowledge, activates the creative thinking of students and the reserves of their memory, develops interest in the subject, cultivates the ability to work.
 The selection of games and game situations for activation of different types of perception and comprehension at all stages of the lesson is offered. Their use was the most timely and effective compared to other methods, the organization of which does not require, on the one hand, time for the teacher to develop them, and on the other hand, memorizing cumbersome rules by students. The results of their application in the educational process provide a higher level of self-dependence in the experimental groups than in the control and are characterized by emotionality, accessibility, cognitive information. Such work should be based on the proposals of such didactic games, the implementation of which does not allow students to act on ready-made templates, but requires the use of knowledge in new situations.

ТЕАТРАЛЬНЕ МИСТЕЦТВО В ПРАКТИЦІ СУЧАСНОЇ ПОЧАТКОВОЇ ШКОЛИ

The article deals with the important issue in terms of nowadays education, namely the application of theatrical arts in practice of modern primary school. It is explained the concepts of theatrical art, theatrical activities, theatrical games at school; the main types of theatrical performance are described in the article.The aim of the article is to consider the most commonly used methods of dramatization and to prove the relevance of their use in reading lessons. On the basis of analysis and systematization of scientific literature relating to the application of theatrical art at lessons in primary school it is defined that theatrical activities serve as a source of children’s harmonious aesthetic development. Analytical and synthetic nature of theatrical art is the quality that helps to influence the emotional and sensory sphere of a child. Besides, theatrical art resembles children’s games during which it comes natural for children to show their character. The collective nature of theatrical activities intensifies children’s emotions and feelings such as inspiration, joy, a sense of unity for the common task. It is stated that theatrical art promotes the forming of important life values of primary school children, provides an opportunity not only for aesthetic perception, appreciation of beauty, but, above all, active aesthetic activity, which creates a creative, energetic, diligent personality, full of optimism and inspiration. It is proved that theatrical activities should be applied both at lessons and in extracurricular activities. The use of dramatization elements helps a teacher to move away from the imperative and authoritarian forms of communication and to establish trust-based relationships in the process of collaborative art. The use of theatrical means gives the opportunity to activate the emotional sphere of children, stimulate the development of their abilities, expand knowledge of certain topics, bring children a sense of energy and enthusiasm, especially for those for whom the theoretical way of understanding a subject is difficult.

ІНТЕГРАЦІЯ МУЗИЧНОГО МИСТЕЦТВА У ЗМІСТ ГУМАНІТАРНИХ ПРЕДМЕТІВ ПОЧАТКОВОЇ ШКОЛИ

The article emphasizes that integration is the most promising area of development of theNew Ukrainian school. It is emphasized that the integrative approach in the music-educational activity of a primary school teacher is realized by the interpenetration ofelements of musical art into the structure of humanitarian subjects.The purpose of the article: consideration of possible options for integrating the art of musicinto the content of humanity subjects in primary school.Methodology. The research is based on the provisions of interdisciplinary and integrativemethodological approaches. The article uses theoretical methods of analysis andsynthesis of pedagogical and methodological literature, thesis and Internet resources.Results. Peculiarities, advantages, goals, and eventual results of the application ofintegrated tasks and conducting integrated lessons in primary school are considered. It isnoted that conducting integrated lessons contributes to a fuller students’ learning materialunderstanding, the formation of skills to transfer knowledge from the field of art to anotherfield, stimulating the analysis and comparison of processes and phenomena, thedevelopment of students’ creative abilities.The application of thematic interdisciplinary integration of musical art in the educationalfields "Ukrainian language and literature", "I explore the world" comprise the scientificnovelty. The use of integrated material increases the effectiveness of the formation ofprimary school children’s language, musical, environmental, health knowledge, skills, andabilities.The practical significance is a constant appealing to the musical art that teaches a deeperunderstanding of beauty and harmony of the environment, which together contribute tothe overall aesthetic education of primary school children.

Forms and methods of inclusive work in mathematics lessons in primary school

The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The following methods of inclusive learning in mathematics lessons in primary school are described: supportive learning, parallel learning, alternative learning, learning in small groups, alternate learning, team learning. Innovative technologies are considered, which realize the complex multilevel character of support of participants of pedagogical process and by means of which support of participants of educational process at lessons of mathematics is carried out: technology of adaptation of the child to new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The aspects that belong to the category of methodological and educational requirements and which must be performed by the teacher in mathematics lessons in an inclusive classroom are indicated: the topic of the lesson should correspond to long-term planning; pedagogical communication should have clearly defined goals, adaptation of the structure of the mathematics lesson. Options for solving the problem of planning a math lesson and creating a lesson outline in an inclusive classroom, focusing on children with special educational needs. Planning a math lesson in an inclusive classroom should include both general education tasks to meet the educational needs within the state standard and correctional and developmental tasks.

"Quick Questions" in Primary School Grade 4 Mother Tongue Lessons

This article discusses the role of quick questions in effectively organizing native language lessons in primary school. Examples of quick questions used in 4th grade native language lessons are provided

ЛІНГВІСТИЧНІ ІГРИ ЯК ЗАСІБ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ УЧНІВ В УМОВАХ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The article attempts to clarify the role of linguistic games as a means of forming communicative competence of primary school students, which helps maintain interest in learning the Ukrainian language and aims to provide students with knowledge through their own efforts, revealing the structure and functioning of language. Linguistic play promotes the development of primary school students' idea of the basic grammatical categories and grammatical meaning of the word, which as abstract concepts are very difficult to perceive at this age. It also helps to understand the process of forming new words and master the basic word-formation patterns. Playful learning of the word promotes the development of the general speech culture of the individual, forms a subconscious understanding of the language norm and develops linguistic thinking, which is the basis of communicative competence. Systematization of teachers' experience presented on personal sites, in journal articles and methodical publications allowed to identify the most popular linguistic games used by teachers in Ukrainian language lessons in primary school, and divide them into the following groups: phonetic, lexical-phraseological, morphological, orthographic, syntactic. Given the fact that younger students are characterized by emotionality, cognitive activity, desire to fantasize, the desire to show their intelligence and skill, the role of using linguistic games in Ukrainian lessons as a means of forming communicative competence. Modern linguistic games involve competition, voluntariness, which allows students to meet their needs for mobility, get positive emotions of joy, admiration, satisfaction, realize their interests, master communication skills and more. During linguistic games, primary school students not only learn language norms and rules, but also get involved in a system of various subject-subject relations, form the ability to interact in a team, make decisions, prove their point, which will contribute to the formation of communicative competence. Key words: linguistic game, communicative competence of junior schoolchildren, phonetic games, lexical-phraseological games, morphological games, spelling games, syntactic games.

Turning Social Problems Determined by Pre-service Teachers into Course Content in Primary Education

In the present study, after 109 pre-service teachers had completed at least one of the teaching practice or teaching practicum courses, their styles of identifying social problems and adapting social problems into lesson contents were examined. The pre-service teachers’ perceptions of social problems, the values they want to teach while transforming social problems into course content, key competencies, and the teaching method and techniques they prefer to use were analyzed. In addition, the grade levels and primary school lessons at which they intended to teach social problems were also examined. As a result, it was concluded that the pre-service teachers were able to handle social problems within national and international contexts and turn them into course contents.

Contemporary State of Readiness of First School Pedagogues to Use Pro-Health Education Technologies

The article includes the current issues of maintaining the health of younger students, namely determining the readiness of primary school teachers to use pro-health technologies in the educational process. For this purpose, a teacher survey was used, and the results of the experi-mental study were analyzed and generalized. Teachers' answers to thirteen questions of the survey were described in detail, and the ranking of exercises used by teachers during "PE-minutes" during primary school lessons was presented. It was concluded that the use of health-promoting technologies is not a very widespread phenomenon in the practice of primary school tea-chers. The least used are aromatherapy, color therapy, musical accompaniment and art technology. On the basis of the received conclusions, it was predicted that the basic condition for the functioning of a health-promoting educational environment is the use of a complex of functional components, ensuring the integrity and effectiveness of influencing the conscious behavior of students.

Apply High Order Thinking Skills in Science Lessons in Primary School

The ability of teachers to make questions and in compiling a Learning Implementation Plan (RPP) that contains elements of high-level thinking skills is something that absolutely must have. Through training activities on Higher Level Thinking Skills (HOTS), it is expected that science teachers in elementary schools are able to implement these thinking skills to students in their respective schools. For teachers here is a field to explore their abilities by trying to train high-level thinking skills in elementary school students. With sufficient levels of difficulty and dynamic learning activities, students must be able to develop their minds to understand the material being studied, not enough just to follow the instructions in the book, but they also need to be able to develop each stage of learning by processing existing data and information to be developed in more ways of thinking, so that they can find various other concepts, as innovative steps.

Преимущества музыкальной игры как метода обучения младших школьников

The purpose of the work is to theoretically justify and experimentally prove the effectiveness of the use of musical and didactic games as a means of teaching younger students in music lessons and identify its advantages in comparison with traditional methods. The main conclusion of the work – a comparative analysis of the results of experimental work showed that significant changes took place in the development of the musicality of elementary school students, in which musical and didactic games were used. In general, after the use of music and didactic games in music lessons in elementary school, more schoolchildren with a high level of musicality development were identified. The results of the study showed the effectiveness and efficiency of developing the musicality of primary school students using music and didactic games and the feasibility of their use in music lessons in primary school. The great advantage of games is that this type of work is joyfully perceived by younger students, and you can organize the game so that it will contribute to solving the problems of their musical training, education, development. When using music and didactic games in music lessons in elementary school, the dynamics of the development of the musicianship of students is clearly observed.

Possibilities of using the electronic constructor "ZNATOK" at informatics lessons in primary school

The article discusses the possibilities of using the electronic constructor "ZNATOK" when studying the initial course of informatics. There are described four main directions of using the constructor: 1) when studying the concepts of "model" and "modeling"; 2) when studying the concept of "algorithm"; 3) when studying the device of a computer; 4) in the process of getting acquainted with the concept of "information processes". Possible stages of working with the constructor when considering these topics are presented: examples of exercises; methodological techniques that contribute to better memorization of educational material; planned learning outcomes for schoolchildren; possible areas of work in middle and high school. The material can be used not only by school teachers, but also by specialists of additional education system, as well as in higher education system in the preparation of bachelors in the areas of training 03.04.01 "Pedagogical education", 44.03.05 "Pedagogical education (with two training profiles) ", masters of the direction of training 44.04.01 "Pedagogical education", in the courses of advanced training of teachers.

EXPANDING VOCABULARY FOR PRIMARY SCHOOL PUPILS WITH MENTAL DISABILITIES AND LANGUAGE UNDERDEVELOPMENT

Pupils with combined disorders study in educational institutions; as a secondary disorder, the majority of pupils with mental disorders have insufficient development of the language system to varying degrees. Pupils with mental disorders have a narrow vocabulary and difficulty to express their thoughts clearly, as well as memory and the ability to memorize new information tend to be reduced. The curriculum in language lessons in primary school envisages that pupils with mental disorders learn to read, write, listen, understand information, learn to express one's thoughts correctly and in clear language, as well as to enrich vocabulary. The paper focusses on the methods of creating and developing vocabulary for pupils with mental disorders and insufficient development of the language system. The material developed and approbated by V. Shkryaba for the work of special education teachers in primary school is described.

We teach to read digital text at the lessons in primary school

We teach to read digital text at the lessons in primary school

Increasing information competence through inclusion in mathematics lessons in primary school

This article examines two areas of information literacy formation in primary school students. The complex of skills and the content of the material in each direction have been clarified: "Reading. Working with text"and"Formation of ICT competence of students".Based on the analysis of psychological and pedagogical literature, systematization and generalization of the experience of primary school teachers, shortcomings in the wording of tasks and the provision of various forms of information were indicated. Authors of textbooks, teachers often omit these questions, because they do not consider them necessary, and as a result, the correct approach to reading the relevant information is not formed. On the basis of the above, the initial provisions are determined and additional tasks are proposed that increase the level of information literacy of primary schoolchildren.

Theoretical foundations of interactive learning in mathematics lessons in primary school

The article is devoted to the issues of the possibility of increasing the level of formation of universal educational actions of primary school children in mathematics through the use of interactive methods and teaching techniques. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process.

Integrated learning in mathematics and arts lessons in primary school

Integrated learning in mathematics and arts lessons in primary school