DSpace-CRIS

The authors consider the problem of formation of skills of correct behavior in extreme situations in preschool children. The characteristic of age features of 5-6 years old children is given, their curiosity and naivety of thinking, desire to learn and try everything is noted. There is a need to organize special classes for the formation of children's clear understanding of the dangers encountered on the street, in kindergarten and at home. Such effective methods of work with children as dramatizations of plot and role-playing games, discussion of situations, reading of fiction and other are revealed. The necessity of close cooperation between the kindergarten and the family is emphasized, and not just the amount of knowledge, but using the skills of correct behavior in various life situations is important.

National values constitute the foundation of the spiritual and moral development of the younger generation. In the context of globalization, the problem of forming students’ national identity through Kazakh drama in literature reading lessons becomes increasingly relevant. Methodology and Methods. A pedagogical experiment was conducted with control and experimental groups of eighth-grade students. The experimental group was taught using drama-pedagogical methods: analysis of dramatic works, dramatization of dialogues, creative assignments, and group discussions. The control group followed traditional teaching methods. Quantitative data, including tests and assessment tasks, and qualitative data, including group discussions, dramatizations, and reflective notes, were collected and analyzed using statistical methods and thematic coding. Results. The experimental group demonstrated a substantial improvement in performance compared to the control group. Students in the experimental group developed a deeper understanding of the characters, were able to articulate patriotic principles more effectively, and established meaningful connections between national values and their personal experiences. In addition, student engagement increased considerably in the experimental group, while only a modest improvement was observed in the control group. Scientific Novelty. It has been established that the integration of drama-pedagogical methods transforms the traditional teaching model into a holistic cycle of “reading-experiencing-expressing-analyzing”. It has been proven that Kazakh drama functions as an integrative tool for forming national consciousness, cultural identity, and patriotic feelings while simultaneously developing students’ creative thinking and analytical abilities. Practical Significance. The developed methodology provides practical recommendations for implementing national dramatic works into the literature reading curriculum. Structured lesson plans using dramatization, role-playing, and group discussions significantly deepen understanding of the national idea and increase interest in cultural values.

Жарияланымдар / Публикации

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