The influence of natural objects on the beginning of children’s teaching at school

Authors

  • Alina Martin Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
  • Nataliya Vyshnivska Borys Grinchenko Kyiv University
  • Oleksandra Shkurenko Borys Grinchenko Kyiv University
  • Iryna Sukhopara Borys Grinchenko Kyiv University
  • Olena Vashchenko Borys Grinchenko Kyiv University
  • Lyudmila Romanenko Borys Grinchenko Kyiv University
  • Kateryna Romanenko Borys Grinchenko Kyiv University

DOI:

https://doi.org/10.47750/pegegog.12.03.02

Keywords:

Objects of nature, anxiety, school, teacher, child, partnership

Abstract

The article presents the theoretical and empirical results of the research of the processes of occurrence and overcoming of the child's anxiety during interaction with others at the beginning of school. Emphasis is also placed on scientific data on the types of interaction at the beginning of children's education at school. The influence of anxiety on various processes is considered. In particular, the following are considered: the process of forming educational activities, the process of forming a child's internal action plan, the process of forming interaction with other children; the process of forming a child as a subject of educational activity. It is established that the manifestation of the child's activity in interaction with the teacher and other children in the class is influenced by various factors. However, four factors take precedence among them: 1. Stable type of communication between teachers and children. 2. Partner form of communication. 3. The child's readiness for partnership with the teacher. 4. Readiness of the child to interact with other students. At the beginning of children's education at school, various emotional states can arise. The child can not control their emotions, because in the psyche there are no processes of emotional and volitional regulation. We found that the beginning of children's education at school while interacting with other objects of nature can cause the processes of emergence and overcoming the child's anxiety. 

Downloads

Download data is not yet available.

References

Abulhanova, K. A. (2009). Consciousness as a vital ability of a person. Psychological Journal, 30(1), 32–43.

Antsyiferova, L. I. (2000). Psychological content of the phenomenon of “subject” and borders of subject-activity approach. Moscow: Academic Project.

Cheredov, I. M. (1985). Organization of teaching process at school. Omsk: Omsk Publishing House.

Deryabo, S. (2002). Phenomenon of subjectivization of nature objects. Brief of PhD in psychology thesis. Moscow.

Elkonin, D. B. (1976). How to teach children to read. Leningrad: Znanie.

Kolominskiy, Ya. L. (2000). Psychology of relationships in small groups (general and age peculiarities). Minsk: TetraSistems.

Kyiashko, D. Yu. (2011). Research of emotional state of fear in the context of spiritual personality. Collection of Scientific Works of the Institute of Philology named after H. S. Kostyuk, 13(4), 175-183.

Lazarieva, K. S. (2010). Dialogue in modern personality-oriented teaching. Proceedings of scientific and practical conference „Education in the information society”, Sumy, 27-28 October, pp. 109-110.

Miklyaeva, A. N. (2013). Research of the features of anxiety in young schoolchildren. Journal of Scientific Publications of PhD Students, 7(85), 207-211.

Miyer, T., Holodiuk, L., Savosh, V. Preventing the pre-sick conditions of those who practice lifelong learning. Wiadomości Lekarskie, Volume LXXIV, Issue 1, January 2021. P. 107–111. ISSN 0043-5147

Rubinshteyn, S. L. (2000). Bases of general psychology. SPb.: Piter.

Schurkova, N. E. (2005). Applied pedagogy of education: SPb.: Piter

Selivanov, V. V. (2002). Features of the subject and his life cycle. Moscow: PERSE.

Sheviakova, N. L. (2012). Individual-personal determinants of emotional and volitional regulation in the transferring period of personality development from adolescent to youth age. Actual Problems of Psychology, 1(35), 157-162.

Ulyibina, E. V. (2001). The psychology of everyday consciousness. Moscow: Smyisl.

Vinogradova, M. D., Pervin, I. B. (1987). Collective cognitive activity and education of school children. Moscow: Prosveschenie.

Vygotsky, L. S. (1991). Pedagogical psychology. Moscow: Pedagogy.

Downloads

Published

2022-07-01

How to Cite

Martin, A., Vyshnivska, N., Shkurenko, O., Sukhopara, I. ., Vashchenko, O. ., Romanenko, L. ., & Romanenko, K. . (2022). The influence of natural objects on the beginning of children’s teaching at school. Pegem Journal of Education and Instruction, 12(3), 12–19. https://doi.org/10.47750/pegegog.12.03.02