Primary General Education Research Articles

Приобщение учеников младших классов к народной культуре малой родины средствами школьного музея

The authors present a museum lesson on the topic: “The decoration of a peasant hut”, conducted with first-grade students at the historical and ethnographic museum “Origins” of the Novooskolskaya secondary comprehensive school with an in-depth study of individual subjects. Based on this lesson, the possibilities of using school museum resources are considered, contributing to the formation and development of interest in the folk culture of their small homeland in younger students, which meets the requirements of the Federal State Standard of Primary General Education.

Особенности воспитательного процесса по формированию у младших школьников духовно-нравственных ценностей (Часть 2)

The article discusses the problem of implementing the requirements for the construction of the educational process, during which Russian spiritual and moral values are formed in schoolchildren at the first level of school. The article reveals the state requirements for the education of civic feelings in primary schoolchildren, their acceptance of the spiritual and moral values of the multinational Russian state, reflected in the decrees of the President of the Russian Federation, as well as in the planned learning outcomes presented in the Federal State Educational Standard of Primary General Education (FSES PGE). Particular attention is paid to taking into account the psychological capabilities of children of primary school age and the conditions for creating a special educational environment in an educational organization.

About ways to form digital literacy of students in primary school

The article examines the tasks of primary general education in the light of the state-set goal of digital transformation of society. According to decisions adopted at the state level, by 2030 it is expected to achieve "digital maturity" of key sectors of the economy and social sphere, including education. In this regard, significant efforts are being made to create electronic educational resources and services. However, research shows that a full-fledged digital transformation of education is impossible without due attention to the formation of digital literacy of students already in primary school. The article analyzes the experience of developing digital literacy in primary schools in Russia and abroad, shows the need to introduce a course in informatics or digital literacy in primary schools for the successful use of created digital educational materials and services at all levels of education.

Особенности сотрудничества учащихся начальной школы в зависимости от характеристик образовательной среды

The relevance of the study is due to the requirements of the Federal State Educational Standard for Primary General Education which records meta-subject learning outcomes. These results include the mastery of such cooperation skills as setting the goal of a collaborative activity and defining the ways to achieve it, role allocation, mutual control, self- and peer-assessment of students’ behavior, and constructive conflict resolution. The purpose of the study is to determine the characteristics of the learning environment in which students demonstrate a high level of cooperation skills. The study hypothesizes that students demonstrate a higher level of cooperation skills in the environment that provides opportunities for their free activity, independent choice, reliance on their personal interests, independence of judgments and actions, structured and psychologically safe competence, i.e. satisfying the child’s needs for autonomy, and connectedness with others. Participants: 1384 fourth-graders and management teams from 37 secondary schools in 21 regions of the Russian Federation. Methods (tools): to assess cooperation skills we used the monitoring tool “4C” (c ritical thinking, creativity, communication, cooperation) developed at the Center for Psychometrics and Measurements in Education at the HSE Institute of Education, which contains scenario-type tasks in a computer format; to determine the characteristics of the environment we used the vector modeling techniques and the evaluation of quantitative parameters of the educational environment (V. A. Yasvin). Results. The study shows the correlation between the level of students’ cooperation and the environment types identified on the basis of the ‘freedom-dependence’ and ‘activity-passivity’ scales, as well as on the basis of the quantitative parameters of the environment. Conclusions. The study has determined the environment characteristics associated with a high level of cooperation skills in primary school. They include predominance of active and free types of environment, structuring, safety, breadth, and intensity. Practical significance. Management and teaching teams of educational organizations may be recommended to take into account the results obtained when choosing priorities for designing and organizing the environment aimed at personal development.

Cultural Approach in Teaching Visual Arts and Literary Reading at the Primary General Education Level: Principles and Methodological Solutions

Introduction. Introducing elementary school students to the values of artistic culture in the lessons of fine arts and literary reading is an important aspect of primary education. The authors of the article focus on the cultural approach, which contributes to the expansion of space for interpersonal and intercultural interaction, self-expression and realization of essential, creative in nature, human forces, allowing to rely on the dominant system of values in society and build educational strategies based on the ideas of dialogue and humanism as a basic basis for common approaches in teaching different subjects. Methodology. The article presents a number of principles, including: the principle of continuity, continuity, the principle of combining theory and practice-oriented, communicative interaction, openness, inclusiveness of the educational environment, cultural appropriateness. The integration of these principles in the process of implementation of the subjects “Fine Arts” and “Literary Reading” at the level of primary general education allows the teacher to strengthen the educational context of the taught subject, to expand the possibilities of searching and justification of actual methodological solutions in the context of cultural approach in education. Results. The research resulted in methodological solutions presented in the form of variants of tasks for students on the material of studying watercolor painting and works of various genres in elementary school. Conclusions. The solutions proposed by the authors can be considered by teachers as methodological guidelines that demonstrate and reveal the specifics of the implementation of the cultural approach in teaching the subjects “Fine Arts” and “Literary Reading”.

Alternative education in Russian megacities: a chance for a different school

Introduction. The relevance of the study is determined by the search for innovative ways to develop school education. The study of the history and current state of alternative education in the largest Russian cities plays a significant role in this search. Systematisation of private educational projects will help families to better orientate themselves in alternative education and avoid its destructive models. Materials and Methods. An analysis of scientific literature was conducted, and information from the websites of 665 private educational projects was collected and analyzed, including 322 from Moscow, 183 from Saint Petersburg, 57 from Yekaterinburg, and 51 each from Novosibirsk and Kazan. In-depth interviews with their leaders were conducted, focus groups with experts were held, and an analysis of federal state statistics was made. Research Results. The coverage of children by humanistic alternative education practices in Russia is less than 1%. However, over 10 years, there has been a noticeable growth in the number of educational projects outside the system. An analysis of Project websites showed that only 8% of them consider themselves to be alternative education. 43% of Projects have a license for primary educational activities. Most often, projects implement primary general education programs. 23% of projects claim to implement proprietary programs. A small number of projects are based on specific didactic systems, approaches and practices. The typology of Alternative Education Projects is made taking into account the role of the child in the formation and implementation of educational requests. The study identified three spaces of alternative education: projects supporting family education, projects with established didactic systems (program schools), and A-schools. There are destructive practices in alternative education. Conclusion. Alternative education in the large cities of Russia is diverse and includes both humanistic and other pedagogical practices, as well as a degree of uncertainty. The pedagogical practices of alternative education are difficult to typologize. This living organism continuously transforms, sensitively responding to the external environment.

Достижение учащимися личностных результатов в ходе освоения программы начального общего образования по предмету «Русский язык»

The article considers the possibility of implementing the educational function of Russian language lessons. The ways of achieving the requirements set forth in the Federal State Educational Standard of Primary General Education of 2021 concerning the initial understanding of the diversity of languages and cultures in the territory of the Russian Federation, of language as one of the main spiritual and moral values of the people are analyzed. Particular attention is paid to students’ awareness of the importance of the Russian language as the state language of the Russian Federation, understanding its role as the language of interethnic communication. The conditions for achieving personal learning outcomes set forth in the Federal Work Program for the Subject “Russian Language” of 2023 are revealed. Various tasks are proposed that allow realizing the subject’s potential for spiritual, moral and civic-patriotic education of primary schoolchildren.

Подготовка дошкольников к изучению математики

Teaching mathematics to primary schoolchildren in the Russian Federation is based on the principles of continuity of educational stages. The article demonstrates the importance of preparing preschoolers to study mathematics, taking into account the current Federal State Educational Standard of Preschool Education, as well as the Federal State Educational Standard of Primary General Education and the Federal Working Program of Primary Education in this subject. Preschool education is focused on mastering elementary mathematical concepts and forming prerequisites for educational activities. Creating an educational environment in a preschool institution that stimulates play and cognitive activity will help children successfully master mathematical skills. The examples considered in the article show how teaching mathematics at preschool age affects the development of universal educational activities in elementary school.

МАТЕМАТИКА САБАГЫНДА КЕНЖЕ ОКУУЧУЛАРДЫН УНИВЕРСАЛДУУ ЛОГИКАЛЫК ИШ-АРАКЕТТЕРИН КАЛЫПТАНДЫРУУ

The state educational standard for primary general education is based on the concept of the formation of universal educational activity. Their formation is an important component of the work of primary school teachers, because logical actions contribute to the development of the active cognitive position of younger schoolchildren. In elementary school, the subject of mathematics has the greatest opportunities for developing logical activity. For this process to be successful, teachers must comply with a number of conditions when preparing and teaching mathematics lessons. It is important to organize “logical five minutes” during the lesson, choose variable tasks and ensure that students change types of work. It is important to take into account the age characteristics of children; all tasks should be selected according to the capabilities of younger schoolchildren. Such events increase the efficiency of the educational process. Students are active and interested in acquiring new knowledge, which they can use both in their educational activities and in life. This is the universality of logical actions. This article reveals in detail the features of the work on the formation of logical activity in the mathematics lesson of junior schoolchildren.

Three-Point Checklist Dermoscopy for Melanoma Screening: Experience in Medical Students New to Dermatology.

Early detection of melanoma and optimal referral to the specialist starts in primary care. Medical education is usually deficient in training general physicians in early detection and risk management for most skin malignancies. A three-point dermoscopy checklist is used as a screening tool for differentiating malignant and benign pigmented lesions in non-expert clinicians using dermoscopy. To evaluate the impact of brief medical training on the three-point dermoscopy algorithm in third-year medical students new to dermatology and to determine the levels of sensitivity and specificity to differentiate malignant and benign pigmented lesions. Optional dermoscopy lecture for third-year medical students new to dermatology in the context of general medical semiology courses, with case discussion and evaluation of 50 dermoscopy cases (25 benign and 25 malignant). Students were asked to classify malignant versus benign pathology based on the three-point dermoscopy algorithm discussed. Sensitivity, specificity, and predictive values were calculated according to the students' responses. Sixty-five students provided 3250 responses. Malignant pathology was misclassified as benign in 154 responses, while benign pathology was misclassified as malignant in 668 responses. Sensitivity and specificity for differentiating malignant lesions were 89.70% and 61.99%, respectively. Moderate interobserver agreement was found (Kappa value = 0.50; [CI: 0.47-0.54]). When evaluating melanocytic lesions, the focus of primary healthcare and general medical education should emphasize the correct determination of malignant or benign pathology. Teaching the three-point dermoscopy rule to medical students new to dermatology yields satisfactory levels of sensitivity and specificity, comparable to general physicians.

Accompaniment in the UGELs of the Cusco Region: A Systematic Review

In recent years, the quality of education has emerged as a globally relevant issue, prompting considerable interest in general primary education. This is because the period of general education is one in which students must be provided with the best possible education. Consequently, the present study has the general objective of investigating the accompaniment in the UGELs of Peru. This research project employed a non-transversal experimental design, in which the variables were not deliberately manipulated and only the phenomena that occurred were observed in their natural context for further analysis. For this purpose, indexed articles pertaining to the subject of study were sourced from specialized repositories such as Scopus, Web of Science (WoS), EBSCO, Proquest, Scielo, Science Direct, Directory of Open Access Journal (DOAJ), DIALNET, and REDALYC. The implementation of a monitoring plan has emerged as a crucial strategy for educational institutions seeking to enhance learning outcomes. In light of the aforementioned findings, it becomes evident that the information obtained from the articles provides insight into the state of pedagogical accompaniment, encompassing various perspectives. This, in turn, prompts reflection and the identification of areas in need of improvement, particularly in the context of education at its various levels within the country. The subsequent conclusions highlight a dearth of monitoring and support tools that facilitate the systematic assessment of academic learning outcomes. The studies observed were predominantly quantitative, descriptive, and correlational, with a comparatively smaller proportion of qualitative and mixed methods.

Joint activity in child-parent relations as a factor in the development of a younger student's personality: theoretical and experimental research

Introduction. Joint activity in child-parent relations contains a significant and poorly studied resource for the development of a younger student's personality. Unfavorable trends in the personal development of a younger student at the final stage of primary general education, such as a decrease in motivation for learning and self-esteem, increased anxiety, and social deficits significantly affect academic success, which determines the relevance and relevance of solving this problem. The purpose of the article is to present the results of scientific and theoretical substantiation and experimental approbation of the program of psychological and pedagogical support of joint activities in child-parent relations with a younger student as a factor in the development of his personality.Materials and Methods. The study involved 99 primary school students aged 10-11 years, studying in the fourth grade (50 boys and 49 girls), as well as their parents aged 29 to 53 years (80 mothers and 19 fathers). As diagnostic tools, the following methods were used: the method of studying educational motivation by M. V. Matyukhina (modification by N. C. Badmaeva); the method of assessing school motivation by N. G. Luskanova; the scale of personal anxiety by A. M. Parishioners (form "A"); the method of measuring self-esteem by T. V. Dembo and S. V. Rubinstein (modification by A. M. Parishioners); methodology of sociometry by J. Moreno (modification by V. R. Schmidt); questionnaire for studying the structure of subjectivity by E. N. Volkova and I. A. Seregina (modification by M. A. Pyzhyanova).Results. The article summarizes domestic and foreign studies on the problem of joint activity in child-parent relations as a factor in the development of a younger student's personality. The scientific and theoretical foundations, goals, objectives, content and stages of implementation, programs of psychological and pedagogical support for joint activities in child-parent relations with a younger student are determined. The results of the approbation of the author's program are obtained, indicating the optimization of the development of the main personal spheres of a younger student: motivational, emotional, spheres of self-awareness and subjectivity of personality.Discussion and Conclusions. As a result of the testing of the program, patterns of dynamics of indicators of the main personal spheres of a younger student in the conditions of psychological and pedagogical support of joint activities in child-parent relations with a younger student were revealed. The analysis made it possible to reveal the mechanisms of the influence of parental interaction in the process of positive joint activity with a child on the development of his personality.

Становление навыков смыслового чтения при работе с художественными произведениями в третьем классе

The article examines the features of the formation of semantic reading skills in third-grade students in literary reading lessons, which determine the organization of work with works of different genres in accordance with the updated Federal State Educational Standard for Primary General Education. General approaches to the analysis of epic and lyrical works are presented, the specifics of the methodology for teaching the skills of perception and interpretation of poetic and prose texts are revealed.

Активизация коммуникативной деятельности младших школьников на уроках окружающего мира (Часть 2)

The article proposes for discussion the contribution of primary schoolchildren studying the subject “The World Around Us” to the development of their speech and verbal communication. Based on the requirements of the Federal State Educational Standard for Primary General Education and the Federal Educational Program for Primary General Education, the methodology for developing dialogic speech (educational dialogues, didactic games), as well as descriptions and narratives in younger schoolchildren is revealed.

Формирование экологической культуры младших школьников на основе учебного предмета «Окружающий мир»

The article discusses the problem of developing the ecological culture of primary school students in accordance with the requirements of the Federal State Educational Standard for Primary General Education (FSES PGE) and the Federal Educational Program for Primary General Education (FEP PGE). The process of environmental education is built on the basis of the relationship between the values of environmental culture and traditional Russian spiritual and moral values. The criteria for the effectiveness of methodological work are highlighted. As an example, a scientific and methodological development for a lesson on the subject “The World Around Us” is presented.

Современные приёмы формирования у младших школьников познавательных универсальных учебных действий

The article discusses pedagogical techniques for the development of logical, research, informational universal educational activities in primary schoolchildren in accordance with the requirements of the Federal State Educational Standard for Primary General Education. The role of the teacher in creating conditions for enhancing the cognitive activity of students in primary school is characterized. Practical recommendations are offered for organizing educational activities that contribute to the effective formation of cognitive universal educational activities in primary schoolchildren.

FORMATION OF LOGICAL UNIVERSAL ACTIONS AMONG YOUNGER STUDENTS IN MATHEMATICS LESSONS

The state educational standard of primary general education is based on the concept of the formation of universal educational activities. Logical actions belong to one of the types of universal learning activities. Their formation is an important component of the work of primary school teachers, since logical operations contribute to the development of an active cognitive position in younger schoolchildren. People with logical thinking are able to solve the problems that arise in front of them. In elementary school, the subject of mathematics has the greatest opportunity for the formation of logical actions. In order for this process to be successful, teachers must comply with a number of conditions when preparing and conducting math lessons. In the lessons, it is important to organize "logical five minutes", select variable tasks and ensure a change of student activities. It is important to take into account the age characteristics of children, all tasks should be selected in accordance with the capabilities of younger students. Such work increases the effectiveness of the educational process. Students become active and interested in acquiring new knowledge that they can apply both in educational activities and in real life. This is the universality of logical actions. This article describes in detail the features of the work on the formation of logical actions in younger schoolchildren in mathematics lessons.

Изучение математических представлений у младших школьников с расстройствами аутистического спектра и интеллектуальными нарушениями

The aim of the study is to summarize the results of an experimental research aimed at exploring cognitive development and mathematical concepts among pupils in grades 1-4 with autism spectrum disorders (ASD) and intellectual impairments for further exploration of effective methods and approaches to forming mathematical concepts. The experiment was conducted at the State Public Educational Institution of Moscow “School No. 2124 'Center for Development and Correction'”. It involved 72 pupils in grades 1-4, ranging in age from 7 to 12 years old. Using the psychological and pedagogical diagnostics of cognitive development of children aged 3-4 and 4-5 (E. A. Strebeleva), the CARS scale for determining the degree of autism (E. Schopler, R. J. Reichler, R. F. DeVellis, K. Daly), testing and assessment materials developed and practically evaluated by the pedagogical team of School No. 2124, data were obtained on the low level of cognitive development among first-grade pupils starting school under the adapted basic education program of primary general education for students with ASD (variant 8.4), as well as the insufficient level of cognitive development among pupils in grades 2-4 relative to the mathematics program offered to them. Scientific novelty lies in the following: a correlation was identified between pronounced autism spectrum disorders and the low level of formation of mathematical concepts among younger school children with ASD and intellectual impairments. During the study, it was found that children with severe autism exhibit a low level of elementary mathematical concepts. As a result of the research, different levels of mastery of mathematical concepts among pupils in grades 1-4 with ASD and intellectual impairments were determined, their typical errors and the need for various types of assistance in task completion, as well as different dynamics in the assimilation of mathematical concepts among pupils in grades 1-2 and 3-4 were identified.

Педагогические приёмы устранения трудностей при решении текстовых задач четвероклассниками

The article examines the current problem of difficulties in solving word problems by fourth grade students, and describes the main types of difficulties. The importance of educational modeling, planning and control activities within the framework of the requirements of the Federal educational program for primary general education in mathematics is described. Two pedagogical techniques are presented: “Model the situation” and “Plan and control”. Examples of mathematical tasks are given, the use of which will allow fourth-graders to successfully overcome difficulties in solving word problems.

Активизация коммуникативной деятельности младших школьников на уроках окружающего мира (Часть 1)

The article proposes for discussion the contribution of primary schoolchildren studying the subject “The World Around Us” to the development of their speech and verbal communication. Based on the requirements of the Federal State Educational Standard for Primary General Education and the Federal Educational Program for Primary General Education, the methodology for developing dialogic speech (educational dialogues, didactic games), as well as descriptions and narratives in younger schoolchildren is revealed.