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EXPERIMENTAL MODEL OF NATIONAL AND PATRIOTIC UPBRINGING OF PRESCHOOL AGE CHILDREN IN ART AND SPEECH ACTIVITY
Teslenko S.
Mykolaiv V.O. SukhomlynskyNational University
Abstract
The article presents the experimental model of national and patriotic upbringing of preschool age children. The components of the model (forms, methods, pedagogical conditions and stages) have been highlighted.
Keywords: national and patriotic upbringing, experimental model, preschool age children, forms, methods, pedagogical conditions, stages.
The relevance of the research issue problem is caused by modern transformations in the cultural, educational and socio-political life of Ukraine, the priority of which is the upbringing of a national-patriotic personality who deeply respects the national and cultural values of the Ukrainian people, knows and speaks their native language, is aware of their national identity. The Concept of national-patriotic education in the education system of Ukraine (July 29, 2019, No. 1038) says: "The integration processes taking place in Ukraine, Eurocen-tricity, the awakening of civil and public initiative, the emergence of various social movements, the spread of volunteer activities, which are superimposed on technological and communicative globalization, migration changes within society, identification and re-identification processes in the personal development of every Ukrainian, occur against the backdrop of a surge of interest and manifestation of patriotic feelings and new attitudes towards history, culture, religion, traditions and customs of the Ukrainian people. Therefore, nowadays, more than ever, new approaches and new ways are needed to educate patriotism as a feeling and as a basic quality of an individual" [2, p. 1]. It is known that the earlier the upbringing of the national-patriotic personality of the future citizen of Ukraine begins, the more effective it will be to form him as a person showing a high level of formation of national consciousness and patriotic feelings, actively participating in the socio-political life of the country. In this regard, the subject of the research was the experimental methodology and pedagogical conditions of the national-patriotic education of children of older preschool age in artistic and speech activity.
The conceptual foundations of various aspects of the national-patriotic education of the younger generation are highlighted in the works of classics (G. Vash-chenko, M. Grushevsky, M. Dragomanov, I. Ogienko, S. Rusova, M. Stelmakhovich, V. Sukhomlinsky, K. Ushinsky, etc.), as well as modern researchers (I. Bekh,
A. Bogush, N. Gavrish, A. Kolot, O. Sukhomlinskaya and others).
The methodological foundations of the research were the conceptual ideas of scientists on the activity approach to the organization of experimental learning (L. Vygotsky, I. Zimnyaya, A. Leontiev, S. Rubinstein, etc.) of the principle of the relationship between activity, consciousness and personality (A. Leontiev, B. Lo-mov, S. Rubinshtein, D. Uznadze and others) of an integrated approach to teaching and upbringing of the younger generation (I. Bekh, N. Gavrish, M. Ivanchuk, T. Pirozhenko, A. Savchenko, S. Yakimenko, etc.).
The theoretical aspects of the national-patriotic education of older preschoolers were based on the conceptual ideas of scientific researches of scientists, which highlight: the essence and structure of artistic and speech activity (A. Bogush, N. Gavrish, etc.), psychological characteristics of the upbringing of older preschool children (L. Vygotsky, D. Elkonin, A. Zapo-rozhets, G. Lyublinskaya, V. Mukhina, A. Petrovsky and others) psychological and pedagogical views on the creation of a national cultural environment (I. Bekh, E. Bondarevskaya, I. Vidt, I Kon, A. Kononko, V. Kudryavtsev, V. Sukhomlinsky and others), the development of the child's creative abilities (L. Vygotsky, V. Davydov, B. Teplov, P. Yakobson and others) the educational potential of Ukrainian traditions, customs, rituals, fiction (G. Volkov, G. Klovak M. Stelmakhovich, V. Sukhomlinsky, W. Summer, etc.) the concept of dialogue training and education (I. Bekh, A. Verbitsky, L. Graniuk, V. Lozova and etc.).
The concept of "model" was introduced into scientific circulation by the famous German philosopher and mathematician G. Leibniz. In the Big Explanatory Dictionary of the Modern Ukrainian Language, the category "model" (from lat. modulus - measure, sample) is interpreted in several meanings, some of them are the
following: an imaginary or conventional (image, description, diagram, etc.) image of an object, process or phenomenon used as its "representative" [1, p. 690].
The use of the model, as noted by O. Trifonova, allows you to preserve the idea of the process being investigated as an integral phenomenon and facilitates penetration into its essence [3, p. 364]. Considering the recommendations of scientists (L. Anisimova, A. Bratko, M. Vartofsky, N. Gluzman, T. Gumenyuk, E. Markaryan, I. Novik, A. Uemov, V. Shtoff, etc.) according to the components of the model, in the one, which we develop, we indicate the purpose, content of the educational process, forms, methods, methods of work organization, pedagogical conditions and stages of the course of national-patriotic education of children of older preschool age in artistic and speech activity.
The experimental model of national-patriotic education of older preschool children in artistic speech activity contains three stages: informative-semantic, active-creative, evaluative-reflective. The result of the implementation of the experimental model is the national-patriotic education of an older preschooler, which is understood as the ability formed in the process of national-patriotic upbringing to consciously reproduce hisown behavior on the basis of foreign-acquired patriotic values (respectful attitude to language, desire to communicate with it, respect for state and national symbols; willingness to seize home, homeland), self-depict as a real Ukrainian; understand and use the words denoting national-patriotic values appropriately and adequately.
Note that we identified a propaedeutic stage, which was not included in the developed model, aimed at preparing educators of older groups for the implementation of an experimental model of national-patriotic education of older preschool children in artistic and speech activities. Such forms of work as consultations, trainings, quests were carried out, where they not only received knowledge on the organization of the experiment, but also immersed themselves in the historical and cultural heritage of the Ukrainian people, particularly of Mykolaiv region. Also, educators were presented with a thematic and explanatory dictionary from national-patriotic education for children of older preschool age, works of art, folklore genres on a thematic basis (for example: "My Motherland", "National symbols", "Heroes of the Motherland", "Man is a friend to man", "My dear mother!", etc.), lesson plans, games and other forms of work with children. The puppets of boy Garbuzik and girls Voloshechka and Kalynka were the protagonists, who introduced children to the traditions, customs of their native land, national and state symbols of Ukraine, etc., offered children interesting tasks (for example, to find plant symbols on the cards-illustrations, to name and color them, to come up with a story of the Nightingale's return to his homeland, create a collage "My flag", etc.). The leading tool at all stages of the experimental model was the artistic word. Educators were offered long-term planning of works of art and types of work with them in various types of artistic and speech activities for the national-patriotic education of older preschool children. For example, from the topic "My Motherland": right after the verse
"Ukraine" by Vladimir Sosyura, children performed the articulation exercise "Soloveychik" in musical speech activity; in pictorial speech - they drew their native land and presented their projects from their own drawings; literary and speech - they came up with their own stories about the future of Ukraine; theatrical and speech -visual and speech sketches were performed; according to the author's fairy tale "The Flying Tree" by Yuri Yarmish, in pictorial and speech - they created collages of the Rosewood and Wind and described them, literary and speech - invented their stories about the gray Nightingale and the orange Oriole; theatrical and speech -completeda quest "Sights of the hometown".
At the first, informative stage of the experimental model, older preschoolers were introduced to works of Ukrainian literature of patriotic content, from which children learned the customs and rituals of their native land, traditions, holidays, heroes of the Ukrainian people, state and national symbols. The following methods and techniques were implemented: reading and telling fairy tales, stories, poems of a patriotic orientation, conversations on the content ("My favorite holiday", "Values of my family", "Kalyna as a symbol of unity", "Favorite places of my family", etc. ), didactic games and exercises ("Get the word", "Set up a puzzle", "Describe the custom", "Get the signs for the word", "What action is this?", etc.), imitation games based on the content of the work ( "The Rosewood trip" "What is the nightingale singing about?", "The sad golden-headed willow", "Merry marigolds", etc.).
The leading form of work at the information-content stage was classes in fiction and speech development. At this stage, such a pedagogical condition was realized as stimulating the speech activity of older preschoolers by means of the artistic word of patriotic content.
At the second stage, the activity-creative stage, they deepened the knowledge of older preschoolers on history, symbolism, customs, legends of their native land, developed the child's ability to express their feelings, control their emotions, adequately use words of national-patriotic content in speech, formed patriotic feelings (respect for state and national shrines; respect for the language, Ukrainian customs; pride in the military and labor feats of the native people). The leading form of work at the second stage was integrated classes and classes in various types of artistic and speech activities (drawing, music, fiction). At this stage, attention was directed, in particular, to situations of success (I. Bekh, I. Efimova, V. Ilyin, L. Spirin and others), which allowed older preschool children to enjoy performing various tasks and exercises, actively participating in activities.
Among the methods and techniques at the second stage, the following were used: creative games, travelpresentations (to the Language country, Sorochin masters, Zaporozhska Sich), quest-travel (Treasures of the hometown, "Grandmother's house"); verbal commentary on the own drawings, dramatization games, didactic games, creation of a plasticine cartoon based on the content of works of a patriotic direction; such technologies as STREAM, ICT and ARTwere used.
Note that innovative technologies have become an effective form of work with national-patriotic education. So, with the help of ICT, the children, together with the teacher, created collages, comics, new fairy tales, traveled virtually to different cities, museums in Ukraine, and came to visit famous Ukrainian artists. The use of STREAM technology influenced the development of critical thinking in older preschoolers, the ability to observe, the dialogical nature of communication in various types of artistic and speech activities.
A special place in the work with folklore material was given to proverbs and sayings, since, in our deep conviction, these small genres of folklore affect the formation of national-linguistic self-awareness in older preschool children, is the basis of the national-patriotic education of future citizens of the Ukrainian state. Methodological cards were developed for educators in accordance with the theme (for example, to the topic "My Motherland": the proverb "You cannot find your homeland abroad," "Take care of your Motherland like an eye, and it will always keep you", "A man without a homeland is like a nightingale without a song", sayings
proverb
A man without a homeland is like
a nightingale without a song *
methods and techniques:
- visual and speech activity (drawing
according to the content of the proverb, verbal commentary on the depicted)
- musical and speech activity
(learning the Song of the Nightingale)
- literary and speech activity
(making up the fairy tale "How the Nightingale loves his native language")
- theatrical and speech activities
(playing out a fairy tale composed by children)
"Everyone loves their own country"," Every bird knows its nest The horse runs faster if it is the way home", "Native land is like a chest of gold") (see diagram).
At the second stage, they implemented such a pedagogical condition as "the integration of various types of artistic and speech activities (visual and speech, musical and speech, literary and linguistic, theatrical and speech) in the education of the national-patriotic personality of an older preschooler."
At the third, evaluative-reflective stage of the experimental model, real life situations were specially created in which the child would show active participation, respect for the symbols and customs of his native land, and show the ability to adhere to patriotic norms. At this stage, the following methods and techniques were implemented: modeling problematic situations ("situations of choice, situations of assessment, situations of control, competition for the best expert of Ukrainian folk songs, talk show "Top-5 of the best Ukrainian children's songs", "Top 5 favorite Ukrainian holidays"). The leading forms of work at the third stage were classes in fiction and integrated classes.
saying
Homeland is like a chest of gold «
methods and techniques:
- visual and speech activity (creating a collage of the native land);
- musical and speech activity learning the song "My Land")
- literary and speech activity
(comparative minutes, reflection-dialogue, "What is my native land")
At this stage, such a pedagogical condition as the immersion of a senior preschool child in various types of artistic and speech activity of an evaluative and control orientation was realized.
Note that at all stages of the experimental model, such a pedagogical condition as the interaction of the educator with the parents of pupils from national-patriotic education was realized. This interaction was mani-
fested in the organization and decoration of the exhibition of drawings, photographs, memories of grandmothers about interesting events that took place in their hometown; making a book-travel to the most interesting cities of Mykolaiv for guests and children of other groups of the institution of preschool education; the conclusion of the album "My family" ; development and implementation of the project "Ukrainian traditional and festive dishes" (parents filmed videos of making one traditional and festive Ukrainian dish, which they love most in their family, together with the children they came up with the idea how to schematically present recipes for the dishes that the children presented in the group).
Among the principles of experimental research, the leading ones were: the national orientation of education (A. Bogush, A. Vishnevsky, Yu. Rudenko, P. Shcherban), active interaction of the individual with the environment (K. Abulkhanova-Slavskaya, L. Bozho-vich, L. Vygotsky, A.O. Zaporozhets, S. Rubinstein); the dominant role of play activity and the emotional saturation of the lesson (A. Bogush, N. Lutsan), the maximum verbal cognitive activity of the child (A. Bogush,
L. Bozhovich, A. Leontiev, S. Rubinstein), the inclusion of children in evaluative activities on the content of works of art patriotic content (A. Bogush, N. Gav-rish), the relationship of the teacher's work with parents (I. Kon, T. Kirienko, V. Kotyrlo, S. Ladyvir, T. Mar-kova, V. Sukhomlinsky, etc.).
REFERENCES:
1.Velykyitlumachnyislovnyksuchas-noiukrainskoimovy (z dod. i dopov.) [Dictionary of modern Ukrainian language]/ Uklad. iholov. red. V.T. Busel. K.; Irpin: VTF «Perun», 2005. 1728 p.[in Ukrainian]
2. Kontseptsiianatsionalno-patriotychno -hovykhovannia v systemiosvityUkrainy [The concept of national-patriotic education in the education system of Ukraine] :https://mon.gov.ua/storage/app/uploads/public/5d5/27 9/7ca/5d52797ca746c359374718.pdf[in Ukrainian]
3. Tryfonova O. S. Formuvanniamovlennievoio-sobystostiditeistarshohodoshkilnohoviku[Formation of speech personality of children of older preschool age], [monohrafiia]. Odesa :Vydavnytstvo TOV «Leradruk», 2012. 467 p.[in Ukrainian]
ORGANIZATION OF MEDICAL AND BIOLOGICAL SUPPORT FOR STUDENTS WITH VISUAL
IMPAIRMENTS
Turmanidze A.,
Ph.D., Associate Professor, Department of Adaptive and Physical Culture
Turmanidze V.,
Ph.D., Associate Professor, Dean, Faculty of Physical Culture, Rehabilitation and Sports
Fomenko A.,
Senior Lecturer, Department of Adaptive and Physical Culture
Sinelnikova T.,
Ph.D., Associate Professor, Department of Adaptive and Physical Culture
Rasin M.
Ph.D., Professor, Department of Adaptive and Physical Culture Omsk F.M. Dostoevsky State University, Russia, Omsk
ОРГАНИЗАЦИЯ МЕДИКО-БИОЛОГИЧЕСКОГО СОПРОВОЖДЕНИЯ СТУДЕНТОВ С ОТКЛОНЕНИЯМИ В СОСТОЯНИИ ЗДОРОВЬЯ ПО ЗРЕНИЮ
Турманидзе А.В.
к.б.н., доцент, доцент кафедры адаптивной и физической культуры
Турманидзе В.Г.
к.п.н., доцент, декан факультета физической культуры, реабилитации и спорта
Фоменко А.А.
старший преподаватель кафедры адаптивной и физической культуры
Синельникова Т.В.
к.п.н., доцент, доцент кафедры адаптивной и физической культуры
Расин М.С.
к.п.н., профессор, профессор кафедры адаптивной и физической культуры Омский государственный университет имени Ф.М. Достоевского, Россия, Омск
Abstract
The article describes developed algorithm for organizing of medical and biological support for students with myopia based on the use of badminton elements and also described in detail the content of health-improving and prophylactic complexes. The structure of the individual profile of students with myopia is detailed. An example with a description of the functional status of the practitioner before and after the reproduction of the algorithm is demonstrated. An increase in psychophysiological status, hemodynamics of the eye, refraction and accommodation, heart rate variability and neuromuscular apparatus was recorded.
