ENRICHMENT OF THE EMOTIONAL AND SENSORY EXPERIENCE OF YOUNGER SCHOOLCHILDREN DURING THE STUDY OF CIVIC AND HISTORICAL EDUCATION

Abstract

Current events in Ukraine, the conditions of constant danger require orientation of the educational process on the emotional and value component, activation of the emotional and sensory sphere of schoolchildren, education of a valuable attitude towards oneself, others, and the world. The formation of civic competence, one's own identity, an active civic position, enrichment of the emotional and sensory experience of education seekers is determined by the task of studying the civic and historical educational field in primary grades. The purpose of the study is to consider the theoretical and practical aspects of enriching the emotional and sensory experience of younger schoolchildren during the study of the civic and historical educational field. In order to identify the state of the investigated problem, methods of analysis of scientific sources, comparison, systematization and generalization of data were used. An analysis of the definitions of the main concepts «experience», «emotional experience», «emotional-sensual experience» was carried out. An understanding of the concept of «emotional-sensual experience of primary school pupils» is presented as acquired in the process of direct practical interaction with the world, a set of ideas, knowledge, abilities, skills in the emotional sphere, which determines the system of attitudes and values of a person. The functions of the emotional-sensual experience of younger schoolchildren are determined: valuable, emotional, evaluative, motivational, regulatory. Content components of emotional-sensual experience, the sequence of its formation in primary school age are presented. The basic skills of pupils in the study of civics and historical education are outlined in accordance with the State Standard of Primary Education. Methods of enriching the emotional and sensory experience of younger schoolchildren in the lessons of the integrated course «I explore the world» are described. A conclusion was made about the significant potential of the «I explore the world» lessons for enriching the emotional and sensory experience of younger schoolchildren.