ARTISTIC AND PEDAGOGICAL WORKS OF VASYL SUKHOMLYNSKYI AS AN EDUCATIONAL TOOL IN PRIMARY SCHOOL: METHODOLOGICAL ASPECT

• Ірина Баранюк

  Центральноукраїнський державний університет імені Володимира Винниченка

The purpose of the paper is to develop a system of organizational and methodological recommendations aimed at the effective use of the educational potential of Vasyl Sukhomlynskyi’s works of artistic pedagogy in the extracurricular educational work of primary school. We must admit that his fairy tales, parables, and stories of ethical and educational issues are a unique phenomenon in the world literature for children. The problem is that we need to learn to use this wealth, because the few ethical stories included in the primary school curriculum are too few. In order to successfully use the educational potential of Sukhomlynskyi’s artistic pedagogy, special programs are needed.

The article develops the basic conditions that ensure success in achieving this goal. Considerable attention is paid to the substantiation of the high educational potential of fairy tales and stories created by an outstanding teacher for the purpose of moral and ethical education of students.

The principles of selecting works of artistic pedagogy for building a system of conversations on moral and ethical topics are developed. In accordance with them, it is recommended that primary school teachers take into account a number of important conditions and circumstances when selecting works, namely: 1) the teacher's understanding of the system of moral and ethical values and rules that should be fostered in students during their studies; 2) the age characteristics of students; 3) the environment in which classroom students live (urban, rural), as well as their mental characteristics determined by social circumstances. The planning of the conversation system should be done creatively, taking into account all of these points.

A methodology for conducting moral and ethical conversations based on familiarity with Sukhomlynskyi’s artistic and pedagogical works is developed. An algorithm for conducting each such conversation is recommended. It consists of three stages: 1) the teacher's introduction, whose task is to prepare students for the perception of the work, in which the main moral and ethical meanings are “veiled” in the subtextual sphere; 2) acquaintance with the content of the work; 3) collective discussion of the work, during which students discover the depth of its moral and ethical content.

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