The aim of the article is to determine pedagogical conditions of healthy lifestyle principles formation of children aged 6–7. Materials and methods: Three groups of methods have been used in the research – theoretical – content analysis of scientific literature and modeling; empirical – surveys, observations, questionnaires and pedagogical experiment; statistical – mathematical processing, quantitative and qualitative analysis. Results: The definition of notion «health» has been analyzed. Attention is focused on the interdisciplinary aspect of the problem. We have conducted pedagogical experiment wcich involved 145 primary school studets (aged 6–7) of Lviv specialized school № 8 (Ukraine) in order to find ways to form the healthy lifestyle principles in general secondary educational institutions. We have identified the levels of formation of healthy lifestyle of primary school children (aged 6 – 7) as high, medium and low. Conclusions: The organizational and pedagogical conditions for the formation of the healthy lifestyle principles of children aged 6–7during curriculum and extracurriculum activities are: axiological approach application to the formation of healthy lifestyle principles; strengthening positive attitude of primary school children (aged 6–7) toward the healthy lifestyle principles formation; organizational, methodological and pedagogical support of the healthy lifestyle principles of primary school students. It has been found that the implementation of the proposed tools contributes to better understanding of healthy lifestyle importance and develop means to be fit and healthy.
Childhood is a very important period of human life that begins with the birth of a child. Each culture and nation in the world had different attitudes towards education and upbringing of a child. The notion of “childˮ in the Ukrainian culture appears at every element of the societyʼs life. Therefore, the aim of the article is to analyze the peculiarities of the perception of the world of childhood through the prism of folk ideas and culture in Ukraine. The paper reveals the notion of a child and childhood and their place in Ukrainian folk, traditions and culture. It covers the periods from Kyiv Rus to modern times and considers all significant aspects of Ukrainian culture, i.e., paintings, sculpture, prose, traditions and customs, lifestyle, and beliefs. Furthermore, the article presents different examples of the presentation of the notion “childˮ in the spheres of the Ukrainian culture. It is proved that a child was a significant element in the social and cultural life of Ukrainians in different periods. Ukrainian educational tradition paid great attention to the excellent education of children. Thus, the article demonstrates the attitude towards children of different ages mentioned in works by various artists, painters, writers, and sculptors. It is essential to recognize that religion played a crucial role in childrenʼs education by the mid 21st century, which was presented in the culture. Furthermore, the paper present the attitude of the society towards children of different origin i.e. orphans, children with one parent, homeless children etc. Folk pedagogical views on the development and education of children are the material that points to the role assigned to children within the folk culture. Therefore, it is important to research the history and evolution of these views in order to implement the best examples into the educational process. Keywords: childhood, child, education methods, customs and traditions, history of pedagogy.
Олена Квас, доктор педагогічних наук, професор кафедри загальної та соціальної педагогіки Львівського національного університету імені Івана Франка ДИТИНОЦЕНТРИЧНІ ПОГЛЯДИ ТА ІДЕЇ У ПЕДАГОГІЧНІЙ СПАДЩИНІ АВГУСТИНА ВОЛОШИНА Стаття присвячена розгляду засад дитиноцентризму як педагогічного світогляду щодо виховання дитини в науковій та практичній діяльності відомого педагога, культурно-освітнього, релігійного і державного діяча, просвітителя, журналіста й письменника, визначного гуманіста Закарпатського краю на зламі ХIХ -ХХ століть, професора Августина Волошина (1874ХIХ -ХХ століть, професора Августина Волошина ( -1945. У центрі педагогічної концепції А. Волошина і головним об'єктом виховання є дитина на всіх етапах її розвитку, з усіма властивими їй вродженими задатками, здібностями, талантами.Ключові слова: Августин Волошин; педагогічна спадщина; дитиноцентризм; виховання; розвиток. Літ. 7. Olena Kvas, Doctor of Sciences (Pedagogy), Professor of the General and Social Pedagogy DepartmentLviv Ivan Franko National University THE CHILD'S CENTRIC VIEWS AND IDEAS IN THE PEDAGOGICAL HERITAGE OF AVHUSTYN VOLOSHYNThe article is devoted to the study of principles of child-centeredness as a pedagogical outlook on the upbringing of the child in the scientific and practical activities of the well-known pedagogue, cultural and educational, religious and state figure, educator, journalist and writer, outstanding humanist of the Transcarpathian region at the turn of the 19th and 20th centuries, professor Avhustyn Voloshyn (1874 -1945).The study of the scientific and pedagogical and journalistic works of the outstanding teacher makes it possible to conclude that the dialectics of the education and development of the child's personality are regarded by them as interdependent phenomena: development affects education, and education determines development. Due to purposeful education, on the conviction of the teacher, a person is formed; conditions are not only made for the development of inherited natural instincts of the child and the physical characteristics, but also for acquisition of new features and qualities.Avhustyn Voloshyn engaged himself actively in the pedagogical education of parents and initiated its dissemination among the general population of the Transcarpathian region. Through active ways of teaching pedagogical knowledge the parents of pupils from the school side, he considered the organization of thematic lectures and parent conferences, involving parents into the organization of joint holidays which would help them to get to know the child more deeply.In the center of the pedagogical concept of A. Voloshyn and the main object of education is a child at all stages of development, with all inherent in the innate instincts, abilities, and talents. In this case, the main task of education, according to the teacher, is to ensure the development of these qualities, the formation of a nationally conscious, humane, mature, creative and hard-working personality capable for conscious social choice and enrichment of the...
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