ПРАКТИЧНІ АСПЕКТИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ДО РОЗВИТКУ ЕСТЕТИЧНОЇ КОМПЕТЕНТНОСТІ УЧНІВ МОЛОДШОГО ШКІЛЬНОГО ВІКУ

Creating a secure educational environment is a crucial factor in shaping a well-rounded individual who feels comfortable, at ease, and engaged in the process of acquiring new knowledge. Providing an appropriate environment for children of primary school age is characterized by supporting their mental and physical health and well-being, responsibility, values, and benevolence. The task of future teachers of primary education is to ensure conditions in the educational environment that prevent manifestations of violence, aggression, bullying, bullying, limitations, etc. Training future primary school teachers to create a safe educational environment under martial law is characterized by the assimilation of knowledge, the formation of skills and abilities to act in emergency situations, respond in time to danger, psychologically adjust children to optimistic motives, inform them about the rules for handling dangerous and suspicious objects, on evacuation and air alert actions. The article highlights the factors affecting the organization of a safe educational environment. It was found that in the conditions of martial law, the future teacher must be aware and ready to act during the «Air alarm» signal, evacuation, staying in a storage or shelter, the use of various types of weapons (chemical, biological), radiation threat, fire, building collapse, detection of explosive objects, and provision of pre-medical and psychological assistance to children. In the author's opinion, the content of professional training of future teachers should include educational disciplines, innovative forms and methods that will help to understand the peculiarities of organizing a safe educational environment, which will allow them to be responsible in their own professional activities in the future. In order to increase the level of readiness to consciously treat the organization of a safe educational environment during the training of future teachers, it is worth holding thematic events, trainings, organizing meetings with emergency services workers, psychologists and medical specialists, etc. The direction of future research is shaped by an examination of the professional preparation of prospective primary education teachers to foster a secure educational environment within the framework of an inclusive educational setting.

The relevance of the problem of historical education in primary school is determined by the need for younger students to develop a sustained interest in history, awareness of the importance of their own cultural and historical identity. This requires teachers to understand the essence of this process, apply innovative teaching methods and approaches aimed at actively involving students in learning history. The purpose of our research is to determine the essence of the concept of “historical education of primary school children” and the specifics of the organization of this process in primary school. Materials and methods. The following research methods are selected: 1) analysis of psychological and pedagogical literature – in order to determine achievements in solving the problem under consideration, to identify existing scientific points of view on the problem of historical education of younger schoolchildren; 2) SWOT analysis – in order to identify the advantages and disadvantages of existing programs aimed at historical education; 3) a survey – to determine the level of formation of knowledge of younger students about historical events. The sample of the study was made up of students of the 3rd and 4th grades of schools in Chelyabinsk. The sample size was 170 people. The analysis of psychological and pedagogical literature carried out by the authors allowed us to state the insufficient elaboration of the problem of historical education of younger schoolchildren in both domestic and foreign literature. The theoretical significance of the research lies in the author’s formulation of the concept of «historical education of primary school children», which refers to the activity of a teacher aimed at forming children’s initial historical knowledge in connection with an interest in the history of their Fatherland, a personal understanding of the significance of the main events, the desire to preserve historical memory. The analysis of the results of the survey indicates a lack of awareness of students in grades 3–4 about historical events. Based on the conducted SWOT analysis, threats to achieving the goals of historical education have been identified: excessive content of existing programs, planning a large number of expected results. Historical education in primary schools should be aimed at the study of reliable and scientifically based historical knowledge by children, the development of the ability to understand the causes and consequences of historical events, to assess their impact on people’s lives. It creates one of the foundations of the all-Russian civic identity and collective historical memory. One of the tasks of historical education in primary school is to form a value attitude to the world around us based on acquaintance with important and truly vivid events, personalities, and stories from the history of our country. To achieve this task, it is necessary to use the opportunities of lessons (literary reading, the outside world, ORCSE, music, art, etc.) and extracurricular activities (participation in design and research activities, visiting theaters, staging performances with a historical plot, studying epics, fairy tales, folk art, etc.).

The article highlights the pedagogical ideas of S. Rusova in the context of the socio-cultural concept of the functioning of the developing environment for children of preschool and primary school age on the territory of the then Ukraine. We consider the sociocultural concept of the functioning of developing environments in the pedagogical heritage of S. Rusova in the context of the influence of social and cultural factors on the formation of the child’s personality. The results of the study of printed works and manuscripts from the personal fund of S. Rusova (Form 3889) of the Central State Archive of the highest authorities and administration of Ukraine are evidence of the influence of the environment on the comprehensive development of children of preschool and primary school age and the formation of their social and cultural skills. To achieve the goal of the study, we used the following methods: historical and retrospective methods to study the views of S. Rusova on the role of the developing environment for the social and cultural development of children of preschool and primary school age; constructive-genetic for the analysis of the socio-cultural concept of the functioning of developing environments in the works of S. Rusova; chronological – to establish the time limits of S. Rusova’s pedagogical activity; hermeneutic for a new reading of works and pedagogical materials from the personal archive of S. Rusova. To generalize the data, we used a complex of general scientific and historical-pedagogical research methods: specific historical analysis – with the aim of analyzing the works of S. Rusova about the role of the social and cultural component in creating a developing environment in public institutions for children on the territory of Ukraine within certain chronological limits; generalization of the worked out materials – for the formulation of conclusions, recommendations for the introduction of S. Rusova’s pedagogical ideas into the modern system of preschool and primary education in Ukraine. Application of our research: the results of the research will help teachers creatively adapt the productive ideas of S. Rusova regarding the socio-cultural concept of the functioning of the developing environment for preschool and primary school children in the modern educational space of preschool education institutions and primary schools. The purpose of the study is to highlight the socio-cultural concept of the functioning of developing environments for children of preschool and primary school age in the legacy of Sofia Rusova. To achieve a scientific search, the following tasks have been identified: to highlight the pedagogical views of Sofia Rusova on the creation of developing environments for children of preschool and primary school age, taking into account the socio-cultural factor; to highlight the socio-cultural significance of the developing environment in the personal development of children of preschool and primary school age in the works of Sofia Rusova. Based on the results of studying the theoretical and practical heritage of Sofia Rusova, we have identified ideas that reflect the sociocultural basis of the functioning of developing environments for children of preschool and primary school age. It was revealed that the environments of kindergartens and schools are separate social organizations for the allround development of the child and a factor in the formation of culture. Therefore, the activity of Sofia Rusova was aimed at adapting the software of kindergartens and schools to the individual characteristics of children of preschool and primary school age.

The paper focuses on one of the issues of training highly qualified specialists of the modern school, that is, training future primary school teachers for the economic upbringing of younger pupils in the context of globalization processes. The author emphasizes the significant gap between the real state of affairs in general secondary education, higher education institution and today’s challenges, as well as the lack of coordination between them, which does not allow one to provide the economic component of professional teacher training. There appears to be a need to cultivate economic consciousness and thinking, as well as to ensure initial economic training of pupils. Such qualities as entrepreneurship, responsibility, organization and thrift are of great importance. Economic education as a socially valuable quality allows one to use time rationally, creates conditions for raising interests in high-performance and efficient work, helps calculate the family budget properly and manage the household. Economic culture as an integral part of general culture should be cultivated from early years in school. Primary school teachers play an essential role in solving this particular issue. Their purposeful training depends on the quality of training and upbringing of young people, as well as full inclusion in life and effective work under modern conditions of social development. Thus, one can conclude that professional training of future primary school teachers is not focused on the development of economic knowledge in younger pupils. In this case, economic self-study presented to younger pupils based on their life experience is likely to have negative results since it does not offer pupils different approaches to solving this or that issue. The introduction of primary school counselling, didactic and economics in the curricula for training future primary school teachers should have a positive impact on their expertise and ability to provide quality education and upbringing of pupils.

Different approaches to organising primary schools in various countries, outlining the structure and content of their six-year primary education programmes, are analysed in this article. It identifies key teaching and nurturing methodologies for young children within different primary school models. The paper also reviews teacher training systems for educating six-year-olds. Crucially, inclusivity and developmental support for children are recognised as mandatory elements of primary education in Western systems. A comparative analysis of international experience and Ukrainian practice is performed to pinpoint potential avenues for integrating effective educational solutions into the ongoing reform of Ukrainian primary schooling. Introduction. The ongoing global transformation of educational systems has significantly increased interest in different primary education models, particularly the six-year primary school. Countries around the world are restructuring their primary education systems to better accommodate the age-specific and psychological needs of children, mitigate the challenges they face when adapting to new environments, and achieve sustainable educational development objectives. Many foreign nations have shifted to a six-year primary school system, primarily motivated by a desire to gently integrate children into the school environment, foster their individual developmental trajectories, and lay a robust foundation for subsequent learning. Consequently, amid its own educational reforms, Ukraine recognises the critical importance of studying international practices in organising six-year primary schooling. This research provides an opportunity to critically evaluate existing methods, adopt successful models, and identify feasible ways to modernise the national education system. Purpose. This article aims to analyse the characteristics of the organisation of primary education in other countries, with a focus on identifying effective practices that could inform the modernisation of primary education in Ukraine. Methods. The research is based on the principles of scientific objectivity, historicism, interdisciplinarity, and a systemic approach. During the analysis, the following methods were utilised: comparative studies (comparativistics); comparative analysis; interpretation of regulatory legal acts and educational standards; content analysis of curricula; and generalisation of pedagogical experience. Results. The concept of 'primary school' in the context of foreign pedagogy. In foreign pedagogy, the concept of 'primary school' (also known as 'elementary school', 'Grundschule' or 'école primaire', among others) is viewed as the first stage of formal education. It provides children with the basic preparation they need for further learning and socialisation in society. The content, structure, and duration of primary education vary by country but generally cover children aged 5–6 to 10–12. In Western Europe, North America, and East Asia, primary school has an important role in a child's social and emotional development as well as their academic development. It focuses on individual educational needs and takes into account each child's developmental pace. For instance, in Finland, primary school (beginning at age 7) emphasises the playful nature of learning. In contrast, in Great Britain and the USA, education begins at 5–6 years of age with a distinct academic focus from the outset. Thus, in an international context, primary school is regarded as a dynamic pedagogical system in which key competencies, the foundations of critical thinking, collaboration skills, abilities to self-regulate, and the capacity to adapt to a complex world are formed. A crucial factor in this system is the age at which a child enters the educational process; hence, the need to consider the developmental stages of children, particularly six-year-olds, as they progress through the curriculum. Conclusion. The starting age for school is a key consideration when reforming primary education systems. The six-year primary school model varies across countries due to cultural traditions, policies, and educational priorities. While some countries (such as the USA) start schooling at age five, others (including Finland, France, and Germany) begin at six. Examining international experience shows that play-based approaches, integrated programmes, specialised teacher training, and inclusive education for six-year-olds are effective. Incorporating these elements into the Ukrainian education system could improve the quality of primary education and help children transition smoothly into school.

BackgroundDeficiencies of micronutrients can affect the growth and development of children. There is increasing evidence of vitamin D deficiency world-wide resulting in nutritional rickets in children and osteoporosis in adulthood. Data on the micronutrient status of children in Malaysia is limited. The aim of this study was to determine the anthropometric and micronutrient status of primary school children in the capital city of Kuala Lumpur.MethodsA cross sectional study of primary aged school children was undertaken in 2008. A total of 402 boys and girls aged 7-12 years, attending primary schools in Kuala Lumpur participated in the study. Fasting blood samples were taken to assess vitamin D [as 25(OH)D], vitamin B12, folate, zinc, iron, and ferritin and haemoglobin concentrations. Height-for-age and body mass index for age (BMI-for-age) of the children were computed.ResultsMost of the children had normal height-for-age (96.5%) while slightly over half (58.0%) had normal BMI-for-age. A total of 17.9% were overweight and 16.4% obese. Prevalence of obesity was significantly higher among the boys (25%) than in the girls (9.5%) (χ2 = 22.949; P < .001). Most children had adequate concentrations of haemoglobin, serum ferritin, zinc, folate and vitamin B12. In contrast, 35.3% of the children had serum 25(OH)D concentrations indicative of vitamin D deficiency(≤37.5 nmol/L) and a further 37.1% had insufficiency concentrations (> 37.5-≤50 nmol/L). Among the boys, a significant inverse association was found between serum vitamin D status and BMI-for-age (χ2 = 5.958; P = .016).ConclusionsThis study highlights the presence of a high prevalence of sub-optimal vitamin D status among urban primary school children in a tropical country. In light of the growing problem of obesity in Malaysian children, these findings emphasize the important need for appropriate interventions to address both problems of obesity and poor vitamin D status in children.

The study aims to develop a modern and effective methodology for training future primary school teachers. The following methods of scientific cognition were used in the study: analysis, comparison, synthesis, deduction, classification, longitudinal method and survey. The system approach was also used. The study reviewed such classical educational theories as constructivism, Vygotsky's concept and Leontiev's activity theory. A review of perspectives on the use of modern technologies for mathematics education led to the conclusion that it is unconditionally necessary to use these technologies to bring educational curricula up to date. The study examined the concepts of education personalisation and active learning, identifying perspectives for applying individualisation methods and game tools in mathematics education. It also explored ways to enhance primary school teachers' pedagogical competencies through professional education, experience sharing, reflection, and interaction with pupils. Based on this, a methodology for training future primary school teachers to develop students' mathematical abilities was developed. The methodology included individual needs diagnostics, learning individualisation, modern technology integration, active learning methods, project activities, and communication skills development. The methodology's effectiveness was confirmed through approbation, and a survey showed that learning with this approach was a positive experience for students.

The article considers the characteristic features of the speech and socio-psychological development of primary school children with mental delay. One of the types of communicative universal educational actions - communication as interaction is analyzed. There are two types of skills of communication as interaction: speech skills as a basis and socio-psychological skills that make up the psycho-emotional basis of communication as an interaction. Speech skills include the ability to make understandable phrases, in accordance with the norms of the grammar of the native language; ask questions; to keep oral and written dialogue. Socio-psychological ones include the ability to formulate one’s own position and opinion, as well as the ability to understand and take into account the positions and points of view of others that differ from one’s own point of view. The criteria for assessing the level of development of communication as interaction in primary school children with mental delay are highlighted. The results of studying the features of the development of communication as interaction and the main directions of remedial and developmental work to overcome the identified difficulties are presented.

The purpose of the study is to identify the neuropsychological features of primary school children (unformed lateralization of the brain hemispheres) that substantiate the necessity for changes in the organization of their learning process. The data of the research demonstrated the need to classify children of primary school age in accordance with the characteristics of their perception and the type of thinking. In the system of interactions between the brain hemispheres, signal systems and the type of thoughts, 7-8 year old pupils displayed the priority of reflecting the world through the first-signal system, stimulating the dominance of the activity of the right hemisphere, which determines the dominance of visual thinking. Children who are from 9 to 10 years old are characterized by the reflection through a second-signal system, a shift of the brain lateralization to the left hemisphere, and the development of abstract thinking. The results described above suggest that only at the age of 9-10, modern primary school children are ready to learn within the existing educational system; 7-8-year-old children are much worse at perceiving information transmitted through the words and are not ready for a learning pattern based on the use of abstract thinking; forced switching of children of this group from the right-hemisphere lateralization of the brain to the left-hemisphere leads to a state of hemispheric dysfunction and, as a result, to neurotic disorders. The education of primary school children must be approached in a differentiated way. The education system of 7-8 year old pupils, whose thinking needs to complete the development of visual thinking (not to leave the process incomplete) and to proceed to the formation of a second-signal system with the dominance of the left hemisphere, which determines the transition to abstract thinking, needs to be rebuilt by excluding the factors that traumatize neuro-physiological structures from it.

In the context of socio-economic changes education is challenged with the task to give children a certain level of knowledge and skills in sciences, to help them develop the ability to live in a modern exceptionally complex society, to achieve meaningful goals, to effectively interact with their environment, to solve life problems and adequately reflect on their own actions. Our goal is to develop theoretically and test empirically the educational content to ensure effective development of primary school children from rural areas and their social competence. We applied the following research methods: theoretical analysis of relevant psychological-educational literature, generalization, systematization; testing, pedagogical experiment; methods of mathematical data processing. 28 school students (aged 10-12 years old) living in the countryside of the Republic of Tatarstan took part in the research. ‘Intelligence Test’ (the version for children, subtest ‘Understanding’) developed by Wechsler (1949) was employed to study the cognitive component of children’s social competence; ‘Diagnostics of student social competence’ developed by Bespalova was used to assess the motivation-values component of social competence. The behavioral component of social competence in children was studied with the method ‘Individual map of child social behavior assessment’ developed by Prikhozhan. Positive results on changing the quality of social competence in children living in rural areas were obtained in the study.

This article reveals the peculiarities of the transformation of the vocational training of future primary education specialists. Based on the theoretical and methodological analysis of normative documents, the authors note the importance of the transformation of higher education, in particular, the training of future teachers at both theoretical and practical levels, emphasize the features of innovations in the general education system and present options for training a "new" primary school teacher depending on modern socio-cultural challenges. The problem of the study is to establish a connection between updating the content of general education at the federal level and the system of vocational training of primary school teachers. Therefore, it is possible to assume that the existing modern socio-cultural challenges contribute to the transformation of higher education, in particular the training of primary school teachers. The purpose of the study is a theoretical study of the transformation of the vocational training of primary school teachers, taking into account modern socio-cultural challenges. The method and methodology of the research consists in the study and analysis of scientific psychological and pedagogical publications and the regulatory documents in the field of education of the Russian Federation, as well as summarizing the authors’ experience in training future primary school teachers and systematization of the research materials. Results. The article develops and presents the models of criteria-based assessment in primary school in a common educational space and the transformation of the vocational training of primary school teachers in the context of modern socio-cultural challenges. The features of the formation of new meta-professional competencies of primary school teachers are revealed. The opinions of scientists on the need to develop a set of pedagogical and methodological measures aimed at improving the quality of education in the Russian Federation are summarized and interpreted. The results obtained can be applied in the pedagogical activity of specialists in general, secondary vocational and higher education, as well as of those who are interested in the problems of modern education.

This study aimed to evaluate the association between asymptomatic Plasmodium falciparum infection and poor intellectual development in primary school children in the Volta Region of Ghana. This was a cross-sectional study conducted among children from 5 primary schools in 3 districts in the Volta region of Ghana. Questionnaires were administered, and blood samples collected for malaria investigation using Rapid diagnostic test (RDT) and microscopy. School performance was used to assess intellectual development in the children. Arithmetic was the subject of choice for the standardized test. Pearson chi square test was used to evaluate the association between Plasmodium falciparum and poor school performance. Multivariate analysis was used to identify factors independently associated with risk of poor school performance. Out of 550 children, 305(55.45%) tested positive for malaria with RDT and 249(45.27%) positive with microscopy. Children from the Evangelical Presbyterian (EP) primary school in Afegame had the highest prevalence of Plasmodium falciparum infection with both RDT (92, 74.80%) and microscopy (73, 59.35%). Two hundred and fifteen students (39.09%) failed the arithmetic school test. EP primary school in Afegame recorded the highest frequency of poor school performance among the children (53.66%). School performance was significantly associated with RDT malaria diagnosis with failure rate higher among children who were RDT positive (135, 62.79%, p=0.005). Lower mean scores were seen in children with positive RDT result (47.35, [SD 30.85], p=0.021). Plasmodium falciparum infection (RDT) was independently associated with increased risk of poor school performance (AOR, 1.92, p=0.003). An urgent scale-up of malaria control program targeting school-going children in this region is needed to mitigate the possible negative impact of Plasmodium falciparum infection on their intellectual development.

In this study, the values for both, “improvement of a sidewalk” and “barrier-free education for primary school children” were estimated by the Contingent Valuation Method (CVM). A willingness-to-pay (WTP) for “improvement of a sidewalk” was 3,610 yen/year/household in Suita City. Whereas, the WTP for “barrier-free education for primary school children” was 1,520 yen/year/household. Secondly, we carried out a cost benefit analysis on the total WTP of all households in Suita City and predicted the maintenance costs. The net benefit of “improvement of a sidewalk” was approximately 6,600 million yen, and the cost benefit ratio was 2.0. The net benefit of “barrier-free education for primary school children” was approximately 5,100 million yen, and the cost benefit ratio was 10.0. The results demonstrate the validity of the fiscal spending for both “improvement of a sidewalk” and “barrier-free education for primary school children”.JEL Classification: R11, R22, R58

The relevance of the problem of studying the formation of the communicative aspect of prognostic competence in primary schoolchildren with deficiency development is determined by the need to identify and explain the content of communicative difficulties they have. This reduces the possibility for the successful adaptation of children in various types of activities in the context of general education as one of the institutions of child socialization in society and predetermines the risks of various forms of deviant behavior emergence. The aim of the research is to study communicative features of the prognostic competence in younger schoolchildren with deficiency dysontogenesis in standard development and learning situations, through the process of comparative analysis of speech behavior and speech activity. The basic method of the research is an experiment based on the results of a constructive and comparative analysis of psychological and pedagogical studies, on the diagnostics of the specific features of communicative aspects and prognostic competence of junior schoolchildren with a deficiency and standard development. The data obtained in the study prove that the problem of studying the communicative abilities of junior schoolchildren with a deficiency type of mental dysontogenesis in the structure of prognostic competence is not sufficiently detailed. The essence of the communicative aspect of the prognostic competence of primary school children with deficiency dysontogenesis is not fully revealed. The method for diagnosing communicative abilities formed in socially significant spheres of relations as an instrument for identifying the risks of the deviations emergence in interpersonal relationships is not formulated.

The article is devoted to the problem of professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks in the context of reforming the educational system in Ukraine and taking into account global changes in all the spheres of human life, challenges, risks, and threats. The purpose of the article is to highlight the results of the experimental testing of the implementation of a model of a scientific and methodological system for the professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks, which is due to the need to ensure quality primary education without endangering the life and health of all participants in the educational process, taking into account modern educational risks and threats. The implementation of the model involved updating psychological and pedagogical approaches, content, and theoretical and methodological substantiation of the professional training of future primary school teachers for this type of activity. The result of the model implementation is the formation of the readiness of future primary school teachers to organize a safety-oriented educational environment under conditions of risks. The diagnostic tools for experimental verification of the results of the model implementation are determined. The effectiveness of the implementation of the model of the scientific and methodological system of professional training of future primary school teachers for the organization of a safety-oriented educational environment under conditions of risks, which is presented in the results of the pedagogical experiment and is reflected in a statistically significant decrease in the proportion of future teachers with a low level of readiness to organize a safety-oriented educational environment under conditions of risks compared to the ascertaining stage of the study against the background of a significant increase in the proportion of future teachers with high and middle levels of readiness to organize a safety-oriented educational environment under conditions of risks, is proved.