Volodymyr Chaika’s research while affiliated with Ternopil Volodymyr Hnatiuk National Pedagogical University and other places

This study investigates the implementation of media educational technology in preschool institutions in Ukraine. The increasing prevalence of media manipulation, fake information, and uncontrolled media consumption among children necessitates media education from an early age. The research involved developing and experimentally testing a model for media educational technology tailored for preschoolers aged 5-6 years. The technology encompasses a three-stage process: diagnostic-target, integrational, and analytical, incorporating various forms, methods, and means of media education activities. A key component is innovative “media educational tales” designed to engage children in learning about media literacy concepts. The effectiveness of the technology was evaluated through a confirmatory experiment conducted in multiple preschool institutions across Ukraine, involving 384 respondents. The results demonstrated a significant improvement in media literacy levels among children in the experimental groups, with 20.9% achieving a high level and 61.7% reaching a sufficient level after implementing the technology. The study highlights the feasibility and positive impact of implementing structured media educational approaches in preschool settings while also revealing the need for further training and support for preschool teachers in this domain.

Modern realities impose new demands on preschool education, where, in addition to formal education, informal and non-formal education play an increasingly significant role. These two types of education enrich the knowledge, skills, and abilities of children, contributing to their comprehensive development. The article defines the essence and specificity of informal and non-formal preschool education, distinguishing them from formal education. It explores the impact of informal and non-formal education on the formation of the personality of preschool children, emphasizing their vital role in complementing and expanding the possibilities of formal education. It is established that informal and non-formal education foster the development of cognitive, emotional-volitional, and personal spheres of the child, shaping their creative abilities, independence, initiative, responsibility, and creativity. The main focus is on the importance of informal and non-formal education through the lens of the concept of lifelong learning and educational continuity. It is investigated that informal and non-formal education for preschool children is education obtained outside the formal education system, i.e., kindergarten. It may be associated with professional, civic, or other activities, family, or leisure. Advantages and disadvantages of informal and non-formal education for preschool children are considered. It is established that the flexibility of these forms of education allows children to learn at any time and place, enhancing accessibility to education, especially in the context of inclusive education. Furthermore, the importance of an individual approach is emphasized, enabling consideration of the interests and needs of each child. In informal and non-formal education for preschool children, motivation for learning is developed through the opportunity for independent selection of topics and subjects. Thus, the development of independence is another advantage of informal and non-formal education. However, the drawbacks of these types of education include the risk of misinformation and the absence of normative control, which can lead to the dissemination of unreliable information and stereotypes among children. Therefore, it is crucial to promote the development of critical thinking among preschool children.

В сучасних умовах реформування освіти набуває популярності штучний інтелект (ШІ), якому, як технології, педагоги приділяють йому більше уваги. Застосування штучного інтелекту на уроках в початковій школі допомагає учням ефективніше розв’язувати суспільніі, технологічні та екологічніі проблеми. У лютому 2023 року для України став доступним ChatGPT.

The relevance of the article is stipulated to the active search for qualitatively new ways to improve the efficiency of the educational process in primary school. One of them is humour as a special property of human nature. The use of elements of humour in the organization of the educational process in primary school, methods and techniques based on wit, has significant psychological and pedagogical potential and is a significant reserve for improving the effectiveness of learning, education and personality development of primary school. The application of forms of humour with pupils of primary school in work contributes to the development of personal qualities of pupils, the formation of their critical thinking, the ability to make decisions independently and creatively approach any business. The purpose of the article is to determine the psychological and pedagogical potential of humour as a means of teaching and nurturing pupils of primary school. Various approaches to the interpretation of the essence of the concept of “humour” are analyzed in the article; the complexity of the nature of humour is grounded, which is stipulated to synthetic combinations of communicative, emotional and intellectual spheres, personal traits of a child, socio-cultural conditions of its formation. The problem of application of elements of humour during the organization of educational process in establishments of general secondary education in the context of scientific developments of known scientists (Ya. A. Komensky, A. Makarenko, V. Sukhomlinsky, Sh. Amonashvili, O. Savchenko) is investigated. The psychological and pedagogical potential of humour as a means of teaching and nurturing pupils of primary school, which provides a set of all available tools, opportunities for humor that can be used in teaching and educational process in general, and identified a set of psychological and pedagogical conditions to increase its productivity: creating an atmosphere of cooperation and trust through the skillful use of humorous methods and techniques; adequacy of humor to the peculiarities of the development of the emotional sphere of junior pupils; organic use of humor in the content of educational material. The role of the influence of humor elements on the emotional sphere of junior pupils during the organization of the educational process in primary school is substantiated. The relationship of value emotional states (interest, joy, surprise) with the mental processes of the individual (memory, will, thinking) during the use of elements of humour in primary school lessons is analyzed. The forms of humour in the life of pupils of primary school, the peculiarities of their formation and development in accordance with the age category are reflected.

The objective of this study is to identify areas of training of teachers, as well as a set of skills needed to work in inclusive institutions, taking into account the criteria of readiness of teachers. The study involved generalization, abstraction, grouping, and survey methods. Grouping the components of readiness of future teachers for preschool inclusive education allowed to identify several basic components: motivational, cognitive, value-content and operational-activity. Also was identified conceptual criteria for the readiness of future teachers, to assess the importance of each of them through a survey. The results of the study have several limitations, in particular insufficiently covered practical component of training of preschool teachers, as well as the limited number of research methods used in this article.

Modernization of educational activities determines the necessity for the formation of educational and developmental environment. Today, the development of students' self-organization in an educational and developmental environment is one of the main demands that modern society puts forward to the system of primary education. The purpose is to study the features of the educational and developmental environment, its classification; development of didactic games at the lessons of Writing and Mathematics that promote the development of pupils’ self-organization in an educational and developmental environment. Research methods: a logical method; methods of system analysis; comparative analysis has made it possible to compare phenomena in order to establish similarities or differences between them. The academic paper has highlighted the essence of the concepts “educational and developmental environment”, “self-organization of educational activities”. The components of the educational and developmental environment of primary school and its classification have been formed. The basic types of primary pupils’ self-organization under the influence of the educational and developmental environment have been considered. The stages of the ability of self-organization of primary schoolchildren’s educational activity within the conditions of educational and developmental environment have been determined. Examples of Writing lessons in grades 1 and 4 have been given at the above stages, which contribute to the formation of skills of self-organization of pupils’ learning activities. Thus, types of didactic games at the lessons of Writing and Mathematics have been offered, which make it possible to provide material in accessible, interesting form, form skills of self-organization of schoolchildren in educational environment.

Резюме: На основі аналізу психолого-педагогічної літератури охарактеризовано зміст основних понять дослідження «самооганізація навчальної діяльності», «інклюзивна освіта» та «діти з особливими освітніми потребами». Описано основні особливості навчальної діяльності учнів початкової школи. Виокремлено компоненти самоорганізації навчальної діяльності (мотиваційний, змістовий, операційний або діяльнісний, оцінно-рефлексивний). Визначено дидактико- психологічні засади формування навичок самоорганізації навчальної діяльності учнів початкової школи з особливими освітніми потребами. Сформульовано загальні рекомендації щодо розвитку когнітивної сфери з позицій формування навичок самоорганізації навчальної діяльності учнів початкової школи з особливими освітніми потребами. Ключові слова: початкова школа, інклюзія, діти з особливими освітніми потребами, самоорганізація навчальної діяльності, компоненти самоорганізації навчальної діяльності. Streszczenie: Na podstawie analizy literatury psychologicznej i pedagogicznej scharakteryzowano treść podstawowych pojęć badania: „samoorganizacja działań edukacyjnych”, „edukacja włączająca” i „dzieci o specjalnych potrzebach edukacyjnych”. Opisano głуwne cechy działalności edukacyjne uczniуw szkoły początkowej. Wyodrębniono składniki samoorganizacji działalności edukacyjnej (motywacyjny, treściowy, operacyjny lub działania, ewaluacyjno-re⠠eksyjny). Określono dydaktyczne i psychologiczne podstawy kształtowania umiejętności samoorganizacji działalności edukacyjnej uczniуw szkoły początkowej o specjalnych potrzebach edukacyjnych. Sformułowano ogуlne rekomendacje dotyczące rozwoju sfery poznawczej z punktu widzenia kształtowania umiejętności samoorganizacji działań edukacyjnych uczniуw szkoły początkowej o specjalnych potrzebach edukacyjnych. Słowa kluczowe: początkowa szkoła, inkluzja, dzieci ze specjalnymi potrzebami edukacyjnymi, samoorganizacja działalności edukacyjnej, składniki samoorganizacji działalności edukacyjnej.

The article substantiates the technology of forming media literacy of senior preschool children in the establishments of preschool education of Ukraine. The features of preschool media education have been determined. Its relevance has been shown. The focus is on conducting the all-Ukrainian experiment on media education for 2017–2022. The problems in implementation of media education in preschool establishments have been identified and the prospects for their solution have been determined. The psychological factors of forming media literacy of children of the senior preschool age have been highlighted. It has been proved that preschool age is sensitive for the formation of critical thinking. The concept of “preschool media education” as part of the educational process has been characterized by the three-component structure. The peculiarities of conducting ascertaining and forming experiments in the establishments of preschool education of Ternopil, Khmelnytskyi have been shown. The expediency of media education for educators of the establishments of preschool education of Ukraine has been proved.