PEDAGOGICAL DIAGNOSTICS OF THE COGNITIVE SPHERE OF PRIMARY SCHOOL STUDENTS IN THE INTERACTION “CHILDREN-PARENTS”
Abstract
The article is devoted to the problem of studying the level of formation of humane relationships on the part of primary schoolchildren according to the criterion “knowledge of humane relationships”. Based on the fact that “humane parent-child relationships” are such two-way dynamic subject-subject interpersonal connections, the foundation of which is the synthesis of moral knowledge, motives, feelings that determines a conscious mutual emotional and value attitude of parents and children, which is steadily manifested in real behavior, the author defines a three-component structure of humane relationships between parents and children of primary school age. It contains cognitive, emotional-value, and behavioral-activity components. The indicators of the cognitive component were determined as the following: knowledge and ideas of children about the moral qualities of a humane person (kindness (cordiality), sensitivity, care, mercy, compassion, empathy); moral norms and rules of behavior that characterize humane relationships between children and parents; awareness of the need to perform certain duties in relation to parents, make meaningful moral decisions taking into account specific conditions.
With the help of indicators of the cognitive criterion and a set of interrelated and complementary diagnostic methods and techniques (the author’s questionnaire, the “choice” method – a modified version of the game test task by N. Shahay “Help Petryk”, statistical methods of information processing), primary school students who participated in the contact stage of the experiment were divided into 3 groups. The first group was made up of primary school students who demonstrated full conscious knowledge about the concepts of “humane”, “humane relationships”, have a thorough knowledge of the moral norms and rules of behavior that determine humane relationships between children and parents, as well as they are fully aware of the need to fulfill them in relation to parents. The second group includes children whose knowledge of the studied quality, norms of communication and behavior in the family was not sufficiently complete, fragmentary; children of this group are characterized by an incomplete awareness of the need to comply with certain moral norms and rules of behavior that determine humane relationships; their statements were often evaluative in nature. The third group was made up of schoolchildren, whose answers showed the presence of incomplete and unconscious knowledge, not realizing the need to comply with certain moral norms and rules of behavior that determine humane relationships.
The practical significance of the article lies in the fact that its materials can be used in the organization of educational work of general education institutions, training of teachers and pedagogical practice of students.
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