ETHNOPEDAGOGICAL PRINCIPLES AT THE BASIC STAGES OF FORMATION: A BRIEF HISTORICAL OVERVIEW

Рассматриваются процессы развития народной педагогики и формирования этнопедагогики. Изучены ключевые моменты истории становления этнопедагогических принципов обучения и воспитания, способствовавшие формированию этнопедагогики как самостоятельной науки. В настоящий момент в педагогике представлено достаточное количество сведений, свидетельствующих о поэтапном течении этих процессов. В силу анализа узкого аспекта развития народной педагогики и этнопедагогики, чаще применительно к контексту их формирования на территории России, теряется их общий план становления, что подчеркивает актуальность настоящего исследования. Описан процесс формирования этнопедагогики со времен развития дородового общества первобытнообщинного строя (400–35 тыс. лет до н. э.), когда началось становление корневых педагогических принципов. Определены умения, навыки, обучение которым было полезно не только для выживания, но и создания объектов культурного наследия до Нового (конец XVIII – 1917 г.) и Новейшего времен (1917 г. – настоящее время), в которые многие этнопедагогические принципы трансформировались, поскольку произошло понимание необходимости изучения подрастающими поколениями не только родной культуры, но и культур других народов, проживающих на одной территории, с тем что-бы их совместное сосуществование строилось на чувствах уважения и заботе друг о друге. Выделены принципы этнопедагогики (трудовой принцип, принцип семейственности, преемственности воспитания и обучения, традиционности, природосообразности, игровой принцип, принцип нравственности, культуросообразности и др.) и на основе анализа истории их становления сделан вывод о том, что они являются основой успешного функционирования и развития современной отечественной системы просвещения, особенной чертой которой служит ориентация образования на этнокультурное обучение и воспитание. The article presents an analysis of the consistent development of the foundations of folk pedagogy and ethnopedagogy in history. The purpose of the research is to analyze the ethnopedagogical principles of teaching and upbringing developing at key moments in history that led to the formation of ethnopedagogy as an independent science. At the present moment a sufficient amount of information is presented in pedagogy that testifies about the stage-by-stage course of these processes. However, due to the analysis of the narrow side of the development of folk pedagogy and ethnopedagogy, most often in relation to the context of their formation on the territory of Russia, their general plan of formation turns out to be lost. This emphasizes the relevance of the study. The process of the formation of ethnopedagogy is described from the moment of development of prenatal society during the primitive communal system (400–35 thousand BC), which laid the first ethnopedagogical foundations: not only survival skills, but also the skills of creating objects of cultural heritage, up to the New (late XVIII – 1917) and New time (1917 – present), when many ethnopedagogical principles were transformed due to the understanding of the need for the younger generation to study not only their native culture, but also the cultures of other peoples living in the same territory, so that they coexistence was based on respect and concern for each other. The principles of ethnopedagogy are highlighted (labor principle, the principle of family, continuity of upbringing and education, traditionality, conformity to nature, the game principle, the principle of morality, cultural conformity, etc.) and, the conclusion based on the historical analysis of their formation is made: these principles are the basis of modern domestic education system’s successful functioning and development having as a special feature its orientation towards ethnocultural education and upbringing.

TRADITIONS OF EDUCATING OF YOUNG PEOPLE TO PATRIOTISM IN KARAKALPAK FOLK PEDAGOGY

This article deals with the issues of patriotic education of young people through Karakalpak folklore. KEYWORDS: Karakalpak folk pedagogy, proverbs, lullabies, fairy tales, legends, patriotism, self-sacrifice, morality.

Adolescents and society

In the paper I touched on such a painful and necessary issue as upbringing, adolescence and society.The issue of upbringing occupies a special place in Georgian pedagogical thinking. It starts with Georgian folk pedagogy and ends with modernity.The merit of the Georgian chronicle writers in the formation of the Georgian national consciousness is also important.If not Georgian thinking in the 60-s of the nineteenth century , Georgia would probably not be what we have today. There was not a single issue related to the country, culture, education, so that he does not think, care and do not decide this issue based on the goals of the country and the people.“We belonged to ourselves” said Georgian chronicle writers and they really brought freedom back to the nation. All this continued in the Georgian society. In his morals, intellect and this power lives my country so weak today.When we talk about upbringing, we attach great importance to moral upbringing. This is the same morality or how a person should live.

Methodology for the Development of Vocabulary of Students When Teaching Fairy Tales in a Literary Class

The main task of a modern teacher is using new pedagogical technologies to teach primary school students to enrich their vocabulary. The article talks about the importance in the era of globalization of works written for children. The works of Kyrgyz children's writers are rich in ideas of folk pedagogy.

Formation of Tolerant Competence of Junior Classes on the Basis of Folk Pedagogy

The article examines the meaning and significance of tolerance in human life and behavior, as well as the formation of tolerant competencies in junior schoolchildren on the basis of folk pedagogy. The studies were conducted by researchers who consider tolerance to be an important personality value. The functions and types of tolerance in society have been identified. According to the results, it was found that in the process of teaching children's songs in elementary school, using the rich experience of folk pedagogy, students have an excellent opportunity to develop ethnocultural competence, including tolerance.

THE CONTENT OF YOUTH EDUCATION IN KARAKALPAK FAMILIES BASED ON FOLKLORE

Like all peoples of the world, the Karakalpak people have always paid great attention to the upbringing of children in the family. The upbringing of a child in the family, is considered to be an integral part of life. Good results can be achieved if this process is carried out using the oral traditions of the people. Art of folklore traditions tested in the life of the people have been a spiritual food for thousands of years and serve as a tool of folk pedagogy and education. It is analyzed that folklore is the rich educational tool which used by the Karakalpak people in the upbringing of children. KEY WORDS: Karakalpak people, family, upbringing, oral folklore, childrens songs, national traditions, spirituality

Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts

The integration of visual programming in early formal education has been found to promote computational thinking of students. Teachers' intuitive perspectives about optimal learning processes – "folk psychology" – impact their perspectives about teaching "folk pedagogy" and play a significant role in integrating educational technologies, such as visual programming, within the formal curriculum. This study was conducted based on the mixed method research paradigm. First, a folk pedagogy questionnaire was distributed to 89 teachers who integrate differing technologies in their classroom in order to identify the teachers' pedagogical perspectives: constructivist versus instructivist. Then, semi-structured interviews were conducted with 24 teachers who teach Scratch in order to gain a deeper understanding of their instructivist/constructivist perspectives and actual pedagogical practices and strategies. Finally, we analyzed 96 students' programming artifacts to explore differences, if any, in students' outcomes related to the pedagogical perspectives of their teachers. Findings revealed that pedagogical perspectives are reflected in teaching strategies and assessment practices employed in a visual programming environment. It is promising that teaching visual programming promoted constructivist pedagogy even among instructivist teachers and was consequently reflected in student perspectives and expressed in their programming artifacts. We discuss theoretical and educational implications of these findings.

Use of Means of Ukrainian Folk Pedagogy in Formation of Moral and Ethical Concepts in Extracurricular Educational Work

The article identifies the peculiarities of the formation of moral and ethical concepts of students in extracurricular activities. In particular, positive influence of means of Ukrainian folk pedagogy on the education of moral qualities of students is revealed. Folk-pedagogical methods of stimulation, encouragement, motivation of children, and correction of their behavior are outlined. The process of formation and development of desirable moral qualities in children takes place in a close relationship between learning and education, as it is impossible, in the educational process to aim at the formation of some moral and ethical values, and in extracurricular educational work – others. The effectiveness of the process of moral and ethical education of children largely depends on the purpose and those educational tasks set by the teacher (educator), pedagogical tools and forms of organization of the pedagogical process, the principles of systematic and pedagogical cooperation of school and family in solving this problem. It proved to be a great loss to neglect the achievements of folk pedagogy, especially when it comes to raising the level of morality of schoolchildren. Two directions: cognitive and applied are carried out in the process of formation of moral and ethical concepts of education of students in extracurricular educational work, as well as in educational activities. This means that students, in addition to mastering and deepening theoretical knowledge, have opportunities for their practical application.