FORMATION OF MORAL AND ETHICAL VALUES OF SENIOR PRESCHOOL CHILDREN IN THE PROCESS OF REALIZATION OF MEDIA EDUCATION

• Main Author: Ірина Кузьма
• Format: Article
• Language: English
• Published: Drohobych Ivan Franko State Pedagogical University 2018-02-01
• Series: Людинознавчі студії: Серія Педагогіка
• Subjects: медіаосвіта, медіазасоби, морально-етичні цінності дітей дошкільного віку, медіазаняття, дошкільні заклади
• Online Access: http://lssp.dspu.edu.ua/article/view/119522
• ISSN: 2313-2094; 2413-2039

KUZMA Iryna – PhD of Pedagogical Sciences, lecture of Pedagogy and Psychology and Inclusive Education Department, Ternopil Regional Communal Institute of Postgraduate Pedagogical Education, Maksyma Kryvonosa str., 2, Ternopil, 46000, Ukraine ([e-mail]) ORCID: https://orcid.org/0000-0002-1219-8216 ResearcherID: http://www.researcherid.com/rid/D-4131-2018 DOI: https://doi.org/10.24919/2313-2094.6/38.119522 To cite this article: Kuzma, I. (2018). Formuvannia moralno-etychnykh tsinnostei ditei starshoho doshkilnoho viku v protsesi realizatsii mediaosvity [Formation of moral and ethical values of senior preschool children in the process of realization of media education]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 6/38, 219–228. doi: 10.24919/2313-2094.6/38.119522 [in Ukrainian]. Article history Received: 18 September 2017 Received in revised form: 13 November 2017 Accepted: 15 February 2018 Available online: 5 April 2018   Abstract. The importance of media education for the formation of moral and ethical values of preschoolers has been proved in this article. The formation of moral and ethical values has been determined as one of the most important directions of media education in the educational process, because it is not only in the Ukrainian but also in the European society that humanity and mercy are displaced by aspiration for success, pragmatism. It has been revealed that unscrupulous use of media production is one of the reasons for the increase in the number of cases of violent aggressive behavior. The attention has been focused on an insufficient use of media potential, in particular, the printed media for the children’s education (upbringing); the need to eliminate low-cost media products. The article substantiates inexpediency of excessive use of media resources in the educational process. As it turned out the implementation of media education in children’s preschool institutions comes with difficulties. There is insufficient methodological research on the topics of media literacy formation not only for children, but also for their parents. It is necessary to study the experience of organization of media education in European countries. The article gives the classifications of the media. It distinguishes the visual, auditory and audiovisual media depending on the method of processing and supplying information, on the influence upon the consumer (visually; aurally; aurally and visually). It has been found out that there is insufficient use of printed media in the children’s institutions, and later in primary schools. The educational potential of interactive applications has been revealed which is aimed, among other things, at the formation of moral and ethical values. The author identifies the ways of helping parents in the process of using such applications and shows the role of parents’ media education in the educational process. It is necessary to conduct special media educational lessons aimed at the formation of moral and ethical values. The emphasis is put on the expediency of teaching children to explain the meaning of moral and ethical categories (what is good and what is evil), to recognize good and bad things, to adequately assess the behavior of characters in fairy tales, cartoons, etc., as well as their own actions. It has been found out that for the formation of moral and ethical values of preschoolers it is expedient to implement interactive methods that allow developing critical thinking of the child at the elementary level and the elements of independent analysis.     Acknowledgments. Sincere thanks to staff at preschool establishments in Ternopil and Department of Education and Science of the Ternopil Regional State Administration, in particular Olha Khoma. Funding. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding from Ternopil Regional State Administration permitted this research completion.