CROSS-CUTTING EDUCATION OF PRIMARY SCHOOL PUPILS IN THE EDUCATIONAL PROCESS OF THE NEW UKRAINIAN SCHOOL (NUS)

Abstract

Education performs several functions: it prepares the workforce, which allows it to acquire «abilities, accuracy and speed»: therefore it is part of the infrastructure. But it is also part of the superstructure, since it is the carrier of the dominant ideology. Therefore, it is both infrastructure and superstructure. The meaning of education is no less important than its role. A truly general theory requires an in-depth study of the mutual relations between education and society in different types of historical civilizations. Mutual, that is, it involves studying the influence of society in its various dimensions (economy, ideas and values, social and political structures) on education (in the broadest sense: intellectual, moral, physical, aesthetic; family, religious, socio-professional; formal and informal), as well as the influence of education on society from both a static (at a certain moment) and a dynamic (change) perspective.The following methods of analysis, synthesis and generalization of scientific sources (domestic and foreign) on pedagogy, psychology and educational technologies were used in the research process. The empirical part was carried out using survey methods (questionnaires of students, parents, teachers), conversations and observations, psychodiagnostic methods for assessing value orientations, as well as analysis of documents and results of educational activities.The results of the study showed that the value orientations of different groups do not completely coincide. For example, teachers emphasize national values the most, while parents emphasize universal values. Schoolchildren demonstrate high emotional sensitivity to moral, ethical, and spiritual categories, which is important to consider during educational work.Purposeful interaction between school and family is necessary to develop a coordinated system of values, which will become a support for the harmonious development of the child.The psychological and pedagogical principles underlying the formation of value orientations in children of primary school age are considered. The current state of the implementation of comprehensive education in the practice of primary schools is analyzed.It has been established that the active involvement of parents in the planning and implementation of educational activities, educational meetings on the age psychology of children and the importance of a common educational front; stimulation of student initiative – giving even younger students feasible roles in organizing class affairs, which forms responsibility and leadership qualities will strengthen the implementation of comprehensive education in the practice of primary schools.