Lessons In Primary School Research Articles

ОСНОВНІ ЕФЕКТИ ІНТЕРАКТИВНОСТІ ІНТЕРАКТИВНИХ ПЛАКАТІВ ДЛЯ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

The article analyzes the importance of using visual aids in the learning process of primary school students. The importance of using interactive posters as a modern demonstration tool is substantiated. It was described 9 effects of interactivity on the example of the electronic educational resource “Mathematics for the 1st grade. Interactive posters” (author Rybalko O.O.). Using these effects, a teacher can move objects along the web page and make notes in a specially designated place. A very important feature of interactive posters is the ability to make objects visible or invisible, and the use of special commands allows teachers and students to close and open the corresponding records and images. Examples of expedient use of different types of animation and the effect of painting the corresponding image elements are given. It is also possible to play or stop audio and video at any convenient for a teacher time with the help of special buttons. In addition, this electronic educational resource has programmed buttons to clear e-pages from used images and recordings. All these interactivity effects work reliably thanks to the author’s own technology for designing interactive electronic posters in the Adobe Flash CS3 environment. The use of the programming language Action Script 2.0 provides the implementation of effective management of electronic educational resources and the possibility of implementing the application of these effects in the process of conducting lessons in primary school. Due to the different interactive effects interactive posters are more visually attractive than graphic or ordinary posters. Their usage helps support the emotional level of students. It also gives the opportunity to add teaching materials that are given in the text- books. Correct usage of interactive posters at lessons assists to form clear contents concepts, to develop logical thinking and language. It is useful in considering and analyzing the certain phenomena to come to generalizations that are applied in further practice. Such suggested methodic is considered to be perspective for using interactive posters in pre-school educational establishments and those with inclusive training. They can be used to illustrate the learning process not only in mathematics, but also in other subjects studied in primary school. In addition, some interactivity effects that can be used in middle and high school are to be studied.

Developing entrepreneurial competence in primary school pupils in the context of teaching English

The research deals with the problem of the formation of entrepreneurial competence as one of the key life competences in integration with the development of communicative competence in a foreign language in primary school. Entrepreneurial competence encompasses a set of qualities, knowledge, skills, models of behaviour in different spheres of life in order to effectively address issues related to the social status of individuals, as well as the development of society and the state as a whole. The aim of the study is to identify the methodological potential for the development of entrepreneurial competence in the process of developing spoken production and spoken interaction skills in the English lessons in primary school. The research was conducted with the help of various scientific methods: theoretical analysis of psychological, pedagogical and methodological literature; methodological experiment to test the methodology suggested; methods of mathematical statistics for processing the experimental data. As a result, elements of entrepreneurial competence to be incorporated in primary school were allocated; a certain correlation was identified between the entrepreneurial skills selected and spoken interaction / spoken production skills to be developed in the process of teaching speaking to primary-school pupils in the English lessons; a system of exercises for the formation of entrepreneurial competence in primary school pupils in the process of developing spoken production and spoken interaction skills was created. The research also addresses the issues of classifying and selecting materials with entrepreneurial content as a basis for activity design within the system of exercises for the development of spoken production and spoken interaction skills in primary school pupils. The effectiveness of the proposed methodology was proven experimentally, which led us to the conclusion that the integrated approach to the development of communicative and entrepreneurial skills in primary school pupils contributed to an increase which averaged 93.9% in the experimental group and 53.1% in the control group.

The Teaching of English in Indonesian Primary Schools: a Response to the New Policy

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English.
 Keyword; Indonesian primary school, teacher, new policy.

Comparing the education systems of Central-Eastern European countries – policies and curricula

My study compares education systems in the East-Central European region from the aspect of regulation and curriculum. Curriculum regulation is one of the main tools of education management. Each country has its own legislation in public education, having centrally developed curricula or standards. In my research, I am looking for the common features of these countries (Hungary, Romania, Serbia, Croatia, Slovenia, Austria, Slovakia, Czech Republic, Poland), which unify the region and assume similar functioning. My main question is: can we talk about unity in the regulation of education and curricula? I compared these countries via the following aspects: Types of regulation and curriculum; Content of mathematics curricula; Evaluation system and exams. My research is based on document analysis. I rely on primary sources (educational laws, national curricula, regulations) and secondary sources (country reports, OECD publications). In my comparison, I identified the consistent aspects of the region, such as the strong central regulation through legislation, although the implementation of the laws is at a lower level leading to a different centralization in enforcement and control. Moreover, each country has a national core curriculum and local/school curricula providing the freedom of institutions, but its scale is different. In the second part of my study, I compare the mathematics curricula of the countries, since that subject is part of the international assessments (PISA, TIMSS). I point out the differences that may cause different results in international studies; the number of math lessons in primary school (Austria has 150 hours of mathematics a year, Hungary has only 81, and other countries have around 105 hours), and the different contents of 8th grade mathematics education (for example, in Romania, the topic of probability calculation does not appear in this grade). The results of my research help to illustrate the functioning and differences of the educational systems of the region and point out what makes them still unified, even though they have progressed in different ways.

Impact of Teacher\u2019s Actions on Emotional Atmosphere in Mathematics Lessons in Primary School

The aim of this article was to determine the factors in teachers’ actions that could explain differences in the emotional atmosphere of primary school classrooms. Based on pupils’ drawings about their mathematics lessons, we analyzed both the pupils’ and their teachers’ actions, including pupils requesting help, sitting alone, and talking about mathematics, as well as the teacher helping, praising and criticizing. We could conclude that the teacher has a central role in the formation of the emotional atmosphere in mathematics lessons. The emotional atmosphere can be built up to be positive when the teacher encourages the pupils to talk about mathematics and their own understanding with each other. The emotional atmosphere is then open and tolerant. The emotional atmosphere can turn to be negative when the pupils are working by themselves and are afraid of criticism and embarrassment.

LEGO на уроках музичного мистецтва у початковій школі

LEGO на уроках музичного мистецтва у початковій школі

Development potential of information and communication technologies for formation of music understanding in primary school pupils

The article is devoted to the educational and developmental potential of information and communication technologies for the formation of understanding of music in primary school students at the music lesson. Psychological characteristics of younger school age – inquisitiveness, emotionality, mental activity, immediacy, openness, trustworthiness, their belief in the undeniable authority of the teacher and willingness to fulfill any of his tasks are favorable conditions for affirmation of broad social motives at this age responsibility, understanding of the need for training etc. The possibility of a teacher in music lessons using various computer programs: MIDI, Musical Instruments Digital Interface, Garage Band, FlexiMusic Composer, FL Studio, Finale, Sibelius. The use of modern computer technology in music lessons in primary school makes learning bright, unforgettable, interesting for the student, contributing to the formation of cognitive skills in students, forming an emotional-positive attitude to the arts. After all, the use of information and communication technologies in the classroom increases the level of understanding of music in primary school students. Various and multifaceted psychological and pedagogical tasks of informatization of the educational process in primary school students are highlighted, namely: development of communication skills; correction of mental and emotional states; development of the emotional sphere of the child's personality; formation of selfpresentation skills; setting up an emotionally-supportive atmosphere in the classroom. The use of information and communication technologies in music lessons contributes to the educational and development potential of primary school students to form an understanding of music, namely: motivation; individualization and differentiation; cognitive development of the child; forming a culture of educational activity and information culture. Thus, the problem of educational and development potential of primary school students by means of information and communication technologies does not lose its relevance. The introduction of information and communication technologies into the educational process for forming the understanding of music in primary school students in a music lesson is a complex process that is caused by individual psychological characteristics, personal experience, emotional and sensual sphere. Key words: educational and development potential, information and communication technologies, understanding, primary school students, music lesson.

Особливості проектної діяльності майбутніх учителів початкової школи

The peculiarities of project activity of future primary school teachers during professional training in higher education institutions are considered in the article. One of the activities that helps to shape the professionalism of future primary school teachers is project activity, which is an integral part of the work of future professionals during the educational process. The article focuses on ICT as a tool used in project activities. With the help of ICT, future professionals will be able to help create a standalone product project. Therefore, when using ICT in primary school, future primary school teachers should learn to give students the freedom to choose and equip them with the necessary tools. Future primary school teachers should recognize as a core value students’ personalities, their personal and subjective qualities as the basis for organizing the educational process. At the heart of modern education reforms there is not only gaining knowledge at the lessons in primary school , but also students' independent search and project activity. In the course of the research we found that the use of ICT in project activities can be divided into the following blocks: the use of ICT in the creation of projects (information search, typing and description of information found); discussion of projects (network communication); use of ICT in presenting results. Analyzing the processes that contribute to the formation of project competence of future primary school teachers in the process of vocational training, we have identified the following stages of work during the project work in the project activity process: motivational; design; activity-related; reflexive evaluation. The stages of project work proposed by us during the project activity of future elementary school teachers help to shape the project competence of future specialists during vocational training.

College Students Interactive E-Poster Project Work

The article deals with the description of e-book maintaining that has interactive e-posters. The aim of such posters is to learn the presented tables of multiplying and dividing at primary school lessons for the second-year learners. The author describes the project work of students, the process of interactive e-poster detailed creation. The results of students` work are investigated at every step of e-resource creation. The workshop is of great importance for the future students` pedagogical activities. The author describes the created e-book and proves the importance of maintaining such educational facilities at primary school. Such facilities have highly estimated level, complexity and interactivity that become the most important aids for both students and school teachers at primary school at the lessons learning such topic as “Multiplying and Dividing Tables”. The scripts in the programming Action Script are developed by the author of the article. It caused the creation of this e-guide by means of Adobe Flash. Own technology for the design of interactive e-posters and methods of its usage were presented using the Adobe Flash system. The future teacher can create interactive electronic posters not only at Maths but also teaching other subjects.

What kind of syllabus do Slovenian geography teachers in primary school want?

The objective of this paper is to present part of the research results on Slovenian geography syllabi, which began in an online chat room in the framework of the Meeting of Slovenian Geographers in Maribor in September 2017. Afterwards, it expanded beyond the set framework and continued until April 2018 via the online group ‘Geolista’, in which geography teachers are included. The aim of the research was to determine what kind of syllabi geography teachers in Slovenia want for geography lessons at the primary and secondary levels of education. This paper presents the opinions of the respondents about the basic conceptual orientation of the syllabus for primary school, as well as about its foundation and scope. The respondents evaluated the adequacy of the existing elements of the syllabus and provided suggestions for supplementing/transforming it. The 122 respondents evaluated the existing concept of the geography syllabus for primary school as good, but at the same time, they expressed a wish for a more issue-oriented syllabus. The majority favours a more general and, above all, shorter syllabus for geography lessons in primary school, accompanied by a handbook on how to execute it. A crucial message is that any modernisation of the syllabus should be undertaken in a timely and systematic manner, with sufficient participation of all stakeholders.

THE METHODOLOGICAL ASPECT OF USING ASSOCIATED EXERCISES FOR WORKING WITH WIMMELBUCH AT ENGLISH LESSONS IN PRIMARY SCHOOL

The article describes the methodological aspect of using associative exercises for working with illustrative material of Wimmelbuch at English lessons in primary school. It is found out that much attention is given to teaching a foreign language to schoolchildren at the age between six and seven whose age characteristics determine moving and motor activity and a significant role of the nonverbal component in self-expression. It is determined that non-verbal actions play an important part in communication and have a significant influence on the partner, so this fact should be taken into account while teaching foreign language communication. The purpose of the study is to find out the didactic conditions for using associative exercises to work with the Wimmelbuch at English lessons in primary school. The relevance of the outlined problem is determined by the lack of development of the intercultural and activity approaches to the issue of using associative exercises to work with the Wimmelbuch for conducting intercultural communication. The article proves that the illustrative materials of the Wimmelbuch helps to realize the principles of the concept of personality’s development in cross-cultural activity, that meets the requirements of modern society to the level and quality of foreign language education. By using associative exercises while working with the Wimmelbuch at English lessons, the conditions are created for developing primary schoolchildren’s language abilities and for training them for real communication within intercultural contacts, in which it is necessary to understand and use not only verbal but also non-verbal means of communication. The associative exercise is specially organized training which is performed by using a large number of different analyzers (visual, auditory, speech-motor and moving). Such exercises give an opportunity to solve the main problems of teaching a foreign language to primary schoolchildren, because it is based on the actual theory of language learning through the personal activity of a child. The use of non-verbal associative symbols at foreign language lessons allows a student to perceive language material through all analyzers, and the student’s need for moving activity is fully ensured. Methodical tasks of the associative exercises are defined as to extend language abilities of students within the communicative minimum; to make studying a foreign language interesting, that will develop a student’s positive attitude to learning; to bring studying a foreign language closer to free communication; to involve the language experience of students’ communication in their native language to transfer it to communication in a foreign language and vice versa; to train moral qualities and culture of communication; to acquaint students with the peculiarities of socioculture of a foreign country, etc.

IMPLEMENTING WIMMELBUCH AT ENGLISH LESSONS IN THE CONTEXT OF FORMING THE NEW UKRAINIAN SCHOOL

The article is devoted to the problem of improving the English teaching system at primary school in the context of the formation of theNewUkrainianSchool, which gives students not only knowledge but also the ability to use it in their life. Students master knowledge and skills through activities and acquire competencies. The aim of the paper is to perform the theoretical and practical study of the problem of implementing a Wimmelbuch at English lessons in primary school in the context of forming theNewUkrainianSchool. The outlined aim includes the following tasks: to outline the main advantages of using the Wimmelbuch teaching English at primary school and to propose language exercises for practicing in English using the Wimmelbuch on the initial level of studying a foreign language. To achieve this aim and to solve these tasks the following methods of research such as analysis, synthesis, systematization and generalizations are used. These methods helped to get into the essence of the outlined problem, to pass logically from less general idea (concept) to another that is more general. TheNewUkrainianSchoolis aimed at educating a harmoniously developed and socially active person, innovator and a citizen who is able to make responsible decisions, to solve the most difficult issues of society, to adhere to human rights and freely break language barriers in intercultural communication. So, nowadays all English lessons must be organized for creating conditions for communication: to make up monologues, dialogues, and polylogues by students on different themes and purposes. The illustrative material of the Wimmelbuch is subordinated to this aim. The interactive exercises offered in this article help students to learn how to express their thoughts correctly, consistently, exactly and expressively. They encourage students to make direct utterances (creating their own texts) and to make up stories thinking their own beginnings and finals of them. It is found out that in organizing such communication and teaching much attention is given to the development of skills of the speech culture and as the result it is noticed improving the speech culture of students and forming skills in communicative activity in any area of life.

Training for Future Primary School Teachers to Use the Learning Apps Service in Teaching Mathematics

The article investigates the problem of future primary school teachers’ training in using information technology (IT) in teaching mathematics and, in particular, in the aspect of the use of various online resources, online services for teachers, and other pedagogical software. The results of the diagnosis of conditions for future teachers’ training for the introduction of IT at the mathematics lessons in primary school are analysed. The peculiarities of the digital generation of children are determined, and, based on this, the necessity of the introduction of IT in mathematics lessons is substantiated. Finally, the approaches to training for future teachers to create interactive exercises – in particular through the Learning Apps online service – are identified.

Generalist and specialist primary music teachers’ uses of nonverbal and verbal support during music practice.

Generalist teachers, also called nonspecialist teachers (Henley, 2011), are teachers in primary schools who teach music, but have not studied education at a university or a conservatory, nor attended any (or only a few) preservice or in-service teacher training courses on education. Many studies report much primary school teaching of is provided by generalist teachers (Henley, 2011; Pascoe et al., 2005). Generalist teaching is a wide-spread phenomena in Australia (Pascoe et al., 2005), Great Britain (Henley, 2011; Holden & Button, 2006; Seddon & Biasutti, 2008), North America (Sinclair, Jeanneret, & O'Toole, 2009), and European countries (Eurydice, 2009), including Germany (Hammel, 2011), where this research study is based. The amount of lessons taught by generalist teachers at German primary schools ranges between 72% and 86% (Hammel, 2011) of all lessons in primary school. In German schools, a specialist teacher cannot always be found to act as a helping mentor for the generalist teachers (Hammel, 2011). Furthermore, lessons taught by generalist teachers are often cancelled (Bahr, Fuchs, Gallus, & Jank, 2004; Fuchs & Brunner, 2006). Removing (and arts) lessons from a primary school's seems to be common practice, when resources (e.g., time, finances) decrease. Therefore, music and the arts are frequently considered to be the 'frills subject' in a school's timetable (Garvis & Pendergast, 2012, p. 107). The main problems generalist primary teachers face are little musical training (abilities; Heyworth, 2011; Pascoe et al., 2005) and that they often lack the confidence to teach the practical aspects of in the classroom (Henley, 2011, p. 25). A lack of confidence to teach among generalist teachers has been revealed as prevalent by many qualitative studies regardless of their site or setting.1 Further research on generalist teachers stated generalist teachers are often lacking self-confidence to teach (Garvis & Pendergast, 2012; Hennessy, 2000; Mills, 1989; Schellberg, 2005). Other common problems of generalist teachers are their lack of personal experiences and the overall lack of priority for in primary schools (Russell-Bowie, 2009). Advantages of generalist teaching are the generalist teacher's knowledge and awareness of each child in the class, compared with a nonclassroom teacher. A generalist teacher may adjust musical learning conditions fit best to their students' interests and needs. Another advantage of generalist teachers who are teachers is they do not have to adhere to the school's to practice music. They have more capacities and can fit in practice in the many times a week.To help generalist teachers to teach these practical aspects of music, adequate professional development measures need to be researched and established in initial teacher training and during their time as qualified teachers. Thus, the abilities and the confidence of generalist teachers to teach can be improved (Biasutti, Hennessy, & De Vugt-Jansen, 2015; Henley, 2011; Holden & Button, 2006; Schellberg, 2016; Telemachou, 2007). One of the few studies documents the quality of teaching in primary school is the Office for Standards in Education, Children's Services and Skills report (2009). It does not distinguish between generalist and specialist teachers, but it reports that: Only half the teaching in art, and religious education was good or outstanding. The best teaching showed teachers understood the particular demands of individual subjects in relation to pupils' learning. (Office for Standards in Education, Children's Services and Skills, 2009, p. 5).Nonetheless, the question is which teacher training approaches might improve the learning outcome of generalist teachers? …

Using of Folk Art to Enhance Learning at English Lessons in Primary School

In today’s multicultural space we can feel reassessment of existing paradigms of education in view of globalization changes, interstate cooperation in cultural and educational spheres. The article highlights the problem of human adaptation to foreign cultural environment, the contents of ethnographic knowledge, the needs of modern European and global integration. So the paper analyzes and interprets the urgent the idea of using ethnographic materials, including folk art, in teaching humanities and arts subjects in primary school, particularly in native and foreign languages, reading, science, music, manual work, etc

Десять советов учителю по формированию читательской грамотности младших школьников

The article considers the peculiarities of reading competence formation at lessons in primary school. The characteristics of different types of texts are given. According to the specificity of the content of school subjects the advice on the use of appropriate methods and techniques of formation by younger schoolboys of abilities to work with information and informative, instructive and reference texts is offered.

МЕТОДИЧЕСКИЕ ВОЗМОЖНОСТИ ИСПОЛЬЗОВАНИЯ CLIL-ТЕХНОЛОГИИ ПРИ ПРЕПОДАВАНИИ АНГЛИЙСКОГО ЯЗЫКА В НАЧАЛЬНОЙ ШКОЛЕ

One of the key issues of modern education is the effectiveness in teaching foreign languages. Nowadays school teachers are using various technologies to improve the quality of education. Methodologists focus on the necessity of high-quality teaching a foreign language starting from the primary school. This paper considers the features of using CLIL-technology on the primary school lessons. CLIL-technology (teaching by integration of foreign language with other school subjects) is often used in high school or university, although it is possible to use this technology with primary school pupils. As an example in this paper we have used our experience of teaching English to the first grade pupils through CLIL-technology on the lessons of additional educational program. The experience of teaching English in primary school allowed us to see the following methodological opportunities of using CLIL-technology on foreign language lessons: these lessons can be used as a form of consolidation of knowledge that pupils acquire in studying other school subjects; it is possible to correlate teaching particular units of the English lessons planning with teaching the units of nonlinguistic subjects for effective integration of these subjects; the lessons of nonlinguistic subjects should be the basis for integration as an effective method of learning a foreign language in primary school. All these methodological opportunities of using CLIL-technology will allow teachers to generate better foreign language knowledge and develop skills of higher quality in the first grade pupils and can become the basis for new methodological works of teachers.

Formation of Students’ Socio-Cultural and Lingual Competence at Foreign Language Lessons in Primary School

The article identifies the problem of formation of socio-cultural and lingual competenceof primary school students at foreign language lessons (namely English). The author analyzed theconcept of “socio-cultural” and “lingual” competence and their theoretical-methodicalcomponents. The essence of the socio-cultural competence is highlighted throughinternationalization of all aspects of social life and its importance for socialization of modernstudents and their preparation for intercultural communication. The researcher consideredelements of verbal and non verbal communicative behavior of students. The paper presented waysand means of attracting students to get acquainted with the culture of the countries whoselanguage they study. The methodological bases of the usage of the country and language skills andknowledge are actualized by using a particular content

Десять советов учителю по формированию читательской грамотности младших школьников

The article considers the peculiarities of reading competence formation at lessons in primary school. The characteristics of different types of texts
 are given. According to the specificity of the content of school subjects the advice on the use of appropriate methods and techniques of formation
 by younger schoolboys of abilities to work with information and informative, instructive and reference texts is offered.

Emotions of Primary School Pupils in Mathematics Lessons

Abstract The article describes and analyses theoretical and empirical materials about the pupils’ emotions in the process of teaching/learning mathematics in a primary school. The aim of the article is to investigate the experienced emotions by pupils when learning mathematics in a primary school and highlight the factors arousing emotions in learning mathematics in primary school. The article analyses the data obtained in empirical research on the emotions experienced by pupils during mathematics lessons in primary school. In questionnaires and semi-structured interviews, pupils reveal what gave them positive emotions in mathematics lessons, as well as what made them experience negative emotions. Based on the analysis of empirical data, we highlighted the factors of learning mathematics in primary school that caused positive emotions; however, the failure to comply with these factors caused negative factors in pupils. As a result of the research, it is possible to select the factors facilitating positive emotions while teaching mathematics in primary school.