The Formation of a Successful Personality of Primary School Children

during Media Education Implementation (Using Praxeological Tales)

Hryhorii V. Tereshchuk

1 a

, Iryna I. Kuzma

2 b

, Oleksandra I. Yankovych

1,3 c

Halyna I. Falfushynska

1 d

and Iryna A. Lyakhova

4 e

Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Maksyma Kryvonosa Str., Ternopil, 46027, Ukraine

Ternopil Regional Municipal Institute of Postgraduate Pedagogical Education, 1 V. Hromnytskoho Str., Ternopil, 46027,

Ukraine

Kujawy and Pomorze University in Bydgoshch, 55-57 Toru

nska Str., 85-023, Bydgoshch, Poland

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

Successful Personality, Primary School Age Pupil, Technology, Media Literacy, Praxeological Tales, Media

Education.

Abstract:

The article substantiates the relevance of implementing the technology of formation of a successful personal-

ity of a primary school age pupil during media education implementation using praxeological tales at primary

school. A technology model is developed. The necessity of solving problems of success simultaneously with

increasing the level of media culture of a pupil, the formation of key competencies for life, preparation of a

child for the life’s self-realization on the basis of the partnership implementation of schoolchildren, parents and

teachers is proved. The necessity of the embodiment of the pedagogy of heart and the pedagogy of success by

spreading the idea about the connection between success and sensitivity, humanity, providing support to those

who need it is shown. The results of the latest research on the role of moral values, cooperation in human evo-

lution, the prosperity of society, are reﬂected. The need for these results discussion with parents and pupils is

shown. The diagnostic toolkit for determining the levels of formation of the successful personality of primary

school pupils is speciﬁed. The effective forms and methods of the schoolchildren education are substantiated:

the creation of electronic books, projects “Rules of Success Achievement”, “Stories of Success”, “Sensitivity

and cruelty: which wins?”, “Rivalry or cooperation: my choice?”, watching movies about successful people

with special needs, analysis of media products on the topic of success. The ways of educating parents about

the problems of children’s success are determined. The results of experimental research are analyzed. The

necessity of studying the rules of achieving success on the basis of reading and comprehensive analysis of

praxeological tales, improving the content of textbooks in the context of achieving success, increasing interest

to children’s periodicals is revealed. The formation of a successful pupil is considered as one of the ways to

strengthen the Ukrainian state. The necessity of raising the authority of the teaching profession is proved.

1 INTRODUCTION

1.1 The Problem Setting

In the last decade in the pedagogy of primary educa-

tion, the problem of success and successfulness has

become rather actual. There exist a few reasons for

https://orcid.org/0000-0003-1717-961X

https://orcid.org/0000-0002-1219-8216

https://orcid.org/0000-0003-4253-5954

https://orcid.org/0000-0003-3058-4919

https://orcid.org/0000-0001-7589-8351

the interest in these issues. Usually, success is as-

sociated with ﬁnancial independence or wealth. It

is known that in Ukraine is not one of the countries

with a high level of economic development. One of

the ways to overcome poverty lies in developing chil-

dren’s successful personality features. Such educa-

tion should begin at primary school. The success of a

primary schoolchild serves as a start for achievements

in high school and a basis for life-long self-realization

in the future. In addition, the interest in the success

development is due to the introduction of the Con-

cept of a New Ukrainian School (Elkin et al., 2017),

the New State Standard of Primary Education (MON,

Tereshchuk, H., Kuzma, I., Yankovych, O., Falfushynska, H. and Lyakhova, I.

The Formation of a Successful Personality of Pr imary School Children during Media Education Implementation (Using Praxeological Tales).

DOI: 10.5220/0010929800003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 181-191

ISBN: 978-989-758-558-6

181

2017), which focus school teachers of the ﬁrst de-

gree to develop students’ initiative and entrepreneur-

ship as key competencies, skills to think critically and

creatively, solve problems, organize own activities,

which are through skills. The implementation of me-

dia education is another important problem of the pri-

mary school, the relevance of which in the educational

sphere is reﬂected in the Concept of Media Educa-

tion Implementation in Ukraine (ms.detector.media,

2016), Typical educational programs. The formation

of a successful pupil by means of the Concept en-

ables to solve tasks on the way to success through the

development of media culture, information and dig-

ital competence. The analysis of scientiﬁc sources

proves that media is a powerful instrument of inﬂu-

encing personality, but their role in educating a suc-

cessful pupil is underestimated, especially in the pri-

mary school. The imperfection or lack of patterns for

imitation in the Ukrainian media, in particular, liter-

ary texts, incorrectly placed emphases on values that

allow to achieve the goal can be one of the weighty

reasons for the acute need of the society in the in-

tellectual elite, effective managers, who would lead

Ukraine to the central positions among the states with

a high index of human development.

1.2 Literature Review

Scientiﬁc researches of the problems of forming

a successful personality are carried out in several

planes: the formation of a successful personality in

primary school; the factors to achieve success; the

role of the media in forming a successful personality.

The signiﬁcance of childhood success for life self-

realization, ways of preventing a loser complex are

highlighted by Glasser (Glasser, 1973), who wrote in

particular: “It is here [in the primary school class-

room] that the child most often forms the lifelong

concept of himself as a successful or a failing person.

That’s why the impact of school failure is so devastat-

ing: it attacks and destroys the child’s initial identity

as a successful person” (Glasser, 1973, p. 39).

Wagner and Ruch (Wagner and Ruch, 2015)

have shown the interconnection between character

strengths (such as perseverance, self-regulation, pru-

dence, love of learning, hope, gratitude, perspective,

teamwork, and social intelligence), positive class-

room behavior, school achievements, because “being

the nice student” will make the grade in just any sub-

ject. “It seems rather that character strengths facili-

tate achievement-related behavior that then may lead

to better school achievements” (Wagner and Ruch,

2015).

Based on the results of this research we can af-

ﬁrm that character strengths directly inﬂuence on

the achieving success in school. But these qualities

should be formed and developed.

Important to our research are the ideas of

MacBeath (MacBeath, 2012) on the necessity of gain-

ing experience by a pupil to overcome difﬁculties as a

factor of achieving success in the future. In this con-

text, MacBeath (MacBeath, 2012) states: “The expe-

rience to deal with failure is a hugely telling indicator

of school success and success in later life, the seeds

of which are planted early. That every failure is a

learning opportunity has gained the status of a clich

but can only become a classroom reality when failure

no longer carries high stakes penalties” (MacBeath,

2012, p. 61).

A thorough analysis of the problem of the six-

year-old children’s success was conducted by Maksy-

mova (Maksymova, 2013). The scientist substanti-

ated the pedagogical conditions for the achievement

of success by pupils in the ﬁrst grade in their produc-

tive activities in the process of subject-subject inter-

action and identiﬁed the diagnostic tools for the de-

velopment of success.

On the basis of literature analysis, our own re-

search, we have interpreted the concept of “success-

ful personality of the primary school age pupil”. It is

a pupil whose activity results correspond to the speci-

ﬁed goals; which he/she and his/her surrounding con-

sider successful, based on modern social norms, cus-

toms, values and standards.

Given the relevance of media education, the re-

searchers investigate the role of the media in forming

a successful personality. The reﬂection of stereotypes

about human success in media is shown in (Carr et al.,

2008; Grzeszczyk, 2003; Kolber, 2016). Kolber (Kol-

ber, 2016) hereby argues that comparing himself with

the ideal created in the media leads to negative con-

sequences (the appearance of low self-esteem, such a

person does not feel happy) (Kolber, 2016, p. 79-80).

The positive role of the media in forming a successful

pupil is reﬂected in (Alishev and Gilmutdinov, 2010;

Grynyuk, 2011; Krystopchuk and Yakymchuk, 2018),

and others, who, studying the factors of success of

schoolchildren in Finland and Singapore, found that

the positive ideas of the experience of these countries

is the dissemination in the media of the stories of suc-

cess in the diligent and disciplined study and work en-

vironment, systematic reading of books, periodicals

(Alishev and Gilmutdinov, 2010, p. 245), (Grynyuk,

2011, p. 2).

As the resource base analysis shows, the works of

Grant (Grant, 1972), Hill (Hill, 1928), Kukk (Kukk,

2017), etc. are insufﬁciently popularized in the

Ukrainian media. These authors proved that human-

AET 2020 - Symposium on Advances in Educational Technology

182

ity, compassion, help to those who need it, allow you

to become successful faster than sharp elbows, cru-

elty and cunning. In the primary school age, children

are fond of fairy tales, compose these stories by them-

selves. But there is a lack of fairy tales, in which the

rules of achieving success are determined. Tales in

which such rules are reﬂected are interpreted as prax-

eological.

1.3 Research Question

As the resource base analysis shows, the problem of

forming a successful personality of a primary school

pupil during media education implementation, in par-

ticular by means of fairy tales, in the Ukrainian pri-

mary school was not the subject of a separate study.

The purpose of the article is to substantiate the

technology of forming a successful personality of a

primary school age pupil during media education im-

plementation using praxeological tales.

1.4 Research Methods

A number of research methods have been used for the

achievement of the goal:

• theoretical – functional and structural, interpre-

tive and analytical, contrastive and comparative

analysis of literary and informational sources,

textbooks for pupils of the ﬁrst-degree school,

through which the researched problem was stud-

ied, forms, methods and means of formation of

successful pupils were revealed; modeling (for the

development of a model of technology for the for-

mation of a successful personality of a primary

school age pupil during media education imple-

mentation using praxeological tales);

• empirical – observation, questionnaire, survey,

conﬁrmatory and forming experiment (children

of the second and third grades of comprehen-

sive schools No 16 of Ternopil, No 30 of

Khmelnytskyi, Mukachevo Educational Complex

“Preschool educational institution – secondary

school of the I degree – gymnasium”, Ternopil

Educational Complex No 35, Kherson Educa-

tional Complex No 7 were involved in the ex-

periment) to check the effectiveness of the tech-

nology of forming a successful personality of pri-

mary school age children during media education

implementation using praxeological tales.

2 RESULTS

2.1 Media Education Tools for the

Formation of a Successful

Personality of Primary School Age

Pupils

In primary school, due to the relevance of media ed-

ucation, children now know what media is and which

media are. Traditional media used by the pupils of the

ﬁrst-degree schools include visual (ﬁction, textbooks,

newspapers, magazines, pictures, photographs), audio

(radio), audiovisual (theater, television programs). In-

novative ones include a computer, a tablet, a mobile

phone, the Internet, etc. But, unfortunately, as evi-

denced by the analysis of scientiﬁc sources, empirical

studies, their ability to form a successful pupil is used

only partially.

The textbooks for primary school (“Literary Read-

ing”, “Ukrainian Language”, “Mathematics”, “I am

in the World”, “I Explore the World”) were analyzed

in terms of the success problems reﬂected in them.

Of all the educational books, only in the textbook

by Nadiia M. Bibik “I am in the world” for the 3rd

grade various aspects of successful activities are sufﬁ-

ciently thoroughly presented. In particular, the social

and value orientation of certain goals (the story “What

to be?”), the formation of the qualities of successful

person (“Human virtues”, “How to succeed”) is re-

ﬂected. After reading these stories, primary school

pupils learn that a person is born to leave a trace be-

hind himself/herself – in memory, in the hearts of

other people; need to learn to live for people; to

achieve success in life one needs to be hard-working,

persistent, not postpone what can be done today, and

even anger and rudeness prevent you from achieving

a desirable (Bibik, 2014, p. 26, 29, 33, 70). Here is

an example of the inventor Edison, who was an ex-

tremely hard-working man. There was a ninety (!)

per cent of work in the sweat of his brow reﬂected

in his inventions. The rest relate to talent, inspira-

tion, intuition, and other coincidences (Bibik, 2014,

p. 29). In this textbook, the economic aspects of

success (economy, thrift) are reﬂected (Bibik, 2014,

p. 74). However, in general, in educational books for

the primary school, the problem of success is reﬂected

rarely, fragmentarily without respect to the principle

of continuity. We did not detect the texts where the

children were taught the art of deﬁning goals and ana-

lyzing their achievements, overcoming obstacles, how

to communicate properly, to treat time with cautious,

to help friends, although such knowledge is essential

for the formation of a key competence for life – the

The Formation of a Successful Personality of Primary School Children during Media Education Implementation (Using Praxeological Tales)

183

ability to study.

The fragments of the materials on success are par-

tially presented in ﬁction, children’s periodicals.

In periodicals and books, Ukrainian folk art is

presented, in particular, the proverbs, sayings, acting

on the development of a child completely opposite.

On the one hand, they warn against ambitious plans:

“Who ﬂies high, falls low”, and on the other, they call

for persistent work that suits the vocation.

There are extremely few stories that would form

the winner, the builder of the Ukrainian state.

In Ukraine (and this is proved in (Danyliak, 2017;

Semeniako, 2016)) periodicals, ﬁction give way in the

struggle for a little user to television, a computer, a

tablet, a mobile phone. Unfortunately, there are not

so many examples of success. In addition, there is no

substantiated system of work for the formation of the

success of a primary school pupil by media tools.

The analysis of media tools for the formation of

success allows us to conclude that it is necessary to

create a new media product that would be interesting,

instructive, would meet modern trends in achieving

success. We have created praxeological tales – fairy

tales in which animals share their recipes for success.

2.2 Praxeological Tale as a New Means

of Forming a Successful Pupil

Until recently, there was the rule (popular among peo-

ple and broadcast in the media) that strong authoritar-

ian persons who had no pity or compassion for others

became successful. Only business and nothing per-

sonal – the heroes of the movies like to repeat. How-

ever, such rules of life are survivals of the last millen-

nium. Modern research (Grant, 1972; Kukk, 2017)

proves that those people who care about others be-

come successful the fastest. In particular, the Christo-

pher Kukk’s book points to a common mistake of chil-

dren who believe that it is impossible to be successful

and help people at the same time (Kukk, 2017, p. 16).

That is why the society is becoming so hostile. How-

ever, exactly sensitivity is that value that contributes

to the achieving the goals. There is a biological ba-

sis for such a conclusion. Studies of the DRD4 gene,

which is responsible for dopamine production, show

that the level of success in school depends on the at-

mosphere of sensitivity in the classroom (Kukk, 2017,

p. 12). Cooperation, but not competition, has been a

leading factor in evolution. The society in which there

is a mutual support has better chances of prosperity

and survival.

These and other trends of success are reﬂected in

praxeological tales. In particular, a fairy tale “The

Best in the Forest” is about the Striped Tiger, who had

many friends: a Hare, a Squirrel, a Hedgehog, an Elk,

a Wolf, a Wild Boar and other animals. The Striped

Tiger helped them all and received gifts from them

from time to time. Everyone felt comfortable, until

one day an Owl decided to organize a competition in

order to identify who is the fastest, the prettiest and

the smartest of all... That’s when the real battles broke

out.

All possible titles in the competition among other

residents of the forest were won by the Tiger. He was

the fastest, the best at long jumping, the most hand-

some and the smartest.

The beasts began to envy. The Fox decided that

there was some monkey business and accused the

Tiger of bribing the judges. The Wolf was desper-

ately looking for the gang ready to pour green paint

onto the ﬁne Tiger’s fur in order to prevent him from

boasting. And the Elk was gossiping about the Tiger

as not being the smartest.

The Tiger found himself on the crossroads, felt

puzzled whether to get upset or to be happy. How

many friends he had lost, and how many enemies he

made. The Owl advised what to do: continue to do

good and the forest will change for the better (Kuzma,

2019).

So, the main lesson of the fairy tale is to help

friends, despite their envy, unjust accusations and ac-

tions. He who is the winner, and even though usually

faces difﬁculties, should help his friends even more.

An important rule of success – to do good deeds –

is also embodied in the fairy tale “How to become a

king of beasts”. The fairy tale tells about the little

Bear Cub (awkward, unskillful). He wanted to be-

come successful and went to ask for a Lion’s, the King

of Beasts, advice.

And he got the answer: “You won’t believe it,

Cubby! But I went through that all like you when I

was a kid. Other animals did a number on me too.

And then I decided to help someone every single day,

someone who is more vulnerable than me. At ﬁrst, I

helped a Mouse, then – a Squirrel, then – a Fox and

afterwards – a Wolf. And I felt myself so strong that

now I’m not afraid of any beasts!!!” (Kuzma, 2019).

Children learn that everyone has his/her own path

to success. But it cannot be overcome without good

deeds. You can become successful, authoritative by

helping friends, those who ﬁnd it difﬁcult to overcome

obstacles.

However, in the process of forming the pupil’s

success, the praxeological tale is only one element

of the system complex work that needs to be done.

Grounding the system of work on the formation of

the primary school pupil’s success using traditional

and innovative media tools, including praxeological

AET 2020 - Symposium on Advances in Educational Technology

184

tales, remain relevant.

2.3 Model of the Technology of Forming

a Successful Personality of a

Primary School Pupil during Media

Education Implementation (Using

Praxeological Tales)

To determine the level of formation of a successful

personality of primary school pupils, to prove the

work system in this direction, using media education,

a study involving 160 pupils of schools in the cities

of Ternopil, Khmelnytskyi, and Mukachevo was con-

ducted. The results of this research were highlighted

in the article (Tereshchuk et al., 2019).

Pupils were asked to answer the questionnaire.

A list of questions and answers to them (children

could choose several answers to questions 2, 4, 5) is

shown in table 1.

Therefore, it was found that 85.6% of children

consider themselves successful (almost the same

number consider their parents to be successful, since

for 73% of the respondents their parents themselves

serve as examples of success), but only a third of the

respondents properly understand the concept of “suc-

cess” (achievement of the planned result), and an-

other third is mistaken in the interpretation of “suc-

cess”, considering that a successful person is one who

has many activities, regardless of the result they get.

According to the respondents, the leading qualities

necessary to succeed are self-conﬁdence, diligence

and persistence. At the same time, before the form-

ing stage of the experiment and reading praxeological

tales, pupils did not mention sensitivity as a quality

necessary for success.

Positive aspect may be found in the fact that mom

and dad serve as an example in achieving success to

their children. But, unfortunately, rarely (for 6.9% of

children) it is a teacher. Children receive information

about their success mainly from television programs,

the Internet and from teachers. This result is not sur-

prising since television and the Internet are the most

popular media among pupils. However, in the context

of achieving success, the need to improve the content

of textbooks, increasing interest in children’s period-

icals, writing and reading fairy tales on the themes

of success, raising the role of sensitivity, kindness as

qualities necessary for achieving goals, as well as sys-

tem work of parents and teachers, aimed at creating

media production by children, which would aim them

at success.

The analysis of educational and methodological

publications, scientiﬁc literature, children’s media,

empirical research has shown the need for improving

the technology of formation of a successful personal-

ity of the primary school age pupil during media edu-

cation implementation (Tereshchuk et al., 2019), ﬁrst

of all due to creation in class teams the environment

of sensitivity, kindness; studying, independent writ-

ing of praxeological tales. This technology ensures

systemic work, the relevance of which is revealed at

the stage of the survey of children. In modern sci-

ence, technology is usually referred to as information

and communication and media education technolo-

gies. However, it is also advisable to call technology

as such a learning process, which has the character-

istics of technological feasibility: systemic, diagnos-

tic, algorithmic, reproducible, predictive (the results

of an activity match a certain goal), as well as the fol-

lowing structural components: conceptual and target,

content, procedural and result-analytical.

To substantiate the diagnostic tools of the investi-

gated technology, which allows us to check whether a

high and sufﬁcient level of formation of a successful

personality of a primary school pupil is ensured, the

work of scientists on diagnostics of competences of

primary school pupils have been analyzed, in partic-

ular media literacy, as well as the results of empirical

research.

In the technology under study, the criteria for the

formation of a successful personality of a primary

school pupil during media education implementation

are determined the value-oriented, cognitive and com-

municative, activity and creative, evaluative and ana-

lytical (Tereshchuk et al., 2019). Characteristics of

the indicators of the levels (high, sufﬁcient, low) of

the formation of a successful personality of primary

school pupils during media education implementation

in accordance with the justiﬁed criteria are reﬂected in

table 2.

The pupil of a high level of formation of a suc-

cessful personality can set goals, establishes the rela-

tionship between the success of the heroes and their

values; is aware of the main concepts of success, the

stages of successful activity, communicates well on

the topic of media success, demonstrates the posi-

tive dynamics of educational achievements; models

successful heroes, writes small and creative works,

fairy tales on his/her own, creates projects and draw-

ings, worries about his/her health, without abusing

the length of contacts with the media, uses media

innovations to improve the level of success; ade-

quately determining the level of success, determines

the prospects of self- development using the ideas of

media education.

A pupil of a sufﬁcient level, unlike a representa-

tive of a high one, makes insigniﬁcant mistakes in

The Formation of a Successful Personality of Primary School Children during Media Education Implementation (Using Praxeological Tales)

185

Table 1: List of questions and answers of the pupils to a questionnaire.

Question content a) b) c) d) e) f) g) h) i)

1. Who do you con-

sider as a successful

person?

earning

a lot of

money 16

achieving

what was

planned 50

respected

by other

people 36

has a lot

of differ-

ent activi-

ties 58

other

variants

2. What features are

inherent to a success-

ful person?

self-

conﬁdence

persistence

diligence

sociability

other

features

(write

them)

3. Do you consider

yourself a successful

person?

Yes 137 No 23

4. Who is the ex-

ample for you to suc-

ceed in?

hero of a

fairy tale

or a story

(write

who) 16

person you

heard about

from the

TV (write

who) 11

mom, dad

117

a teacher

there

is no

exam-

ple to

succeed

other

vari-

ants

5. Where do you

get information

about success and

successful people

from?

school

textbooks

children’s

magazines

and news-

papers

ﬁction 6 TV pro-

grams

radio

pro-

grams

the In-

ternet

teachers

parents

Theatre

perfor-

mances

6. Choose your sex Male 82 Female 78

goal-setting, establishing the relationship between the

success of the heroes and their values; in the interpre-

tation of concepts in the ﬁeld of success and success-

ful activity, talks about the success of heroes in the

media depending on the situation; the level of edu-

cational achievements is either unchanged or a slight

increase is observed, creates media production (fairy

tales) on the topic of success with the help of adults

and peers, situationally showing creativity, does ex-

ercises periodically and adheres to the success tips

found in the media, sometimes violates media us-

age rules; makes errors, deﬁning the level of success,

deﬁnes the prospects of self-development using the

ideas of media education with the help of a teacher.

As for the low-level children, they are not able

to set goals, do not track the connection between the

hero’s values from the media and his success, have

elementary knowledge of success and successful ac-

tivity or lack of this knowledge, the level of academic

achievement is either unchanged or decreasing, has no

model for imitation, sometimes creates a media prod-

uct about success with the help of adults without cre-

ativity, often violates media usage rules, cannot and

does not want to adequately determine its level of suc-

cess and the prospects of self-development.

The feasibility of some of the indicators can be

doubtful for some reasons. For example, why it is so

important for a successful person to follow the rules

of safe conduct while working with a computer; re-

strict yourself to accessing modern technical devices:

a tablet, gadgets, a mobile phone. However, the very

safe, rational use of the media makes it possible to

preserve the physical, mental, spiritual health that is

necessary to succeed.

To determine during the experimental study the

levels of the formation of children’s media literacy,

a set of diagnostic methods was proposed: observa-

tion, questionnaires, surveys, analysis of the products

of the child’s activity (modeled ideal, project about

success). Ultimately, the level of formation of me-

dia literacy was determined on the basis of the expert

judgment method (the experts were a teacher, a repre-

sentative from parents, the pupil, who carried out self-

assessment). In this case, the child was able to gain

maximum 2 points on the level of expression of the

motivational and value criteria indicators; 4 points –

cognitive and communicative with activity and cre-

ative; 2 points – evaluative and analytical (total 12

points). Representatives of the high-level gain from

9 to 12 points; medium – from 5 to 8 points; low –

from 1 to 4 points. This corresponds to the traditional

three-point scale (3 points – high, 2 – medium, 1 –

low) of the formation of competencies.

After conducting the conﬁrmatory experiment, it

AET 2020 - Symposium on Advances in Educational Technology

186

Table 2: Criteria and indicators of the formation of a successful personality of pupils of primary school age.

Indicators of the formation of primary school age pupils’ progress Criteria for the for-

mation of a success-

ful personality

• Setting the goals (determined, determined without complying with the rules of

goal setting, non-determined);

• the level of differentiation of moral and ethical values, judgments about the

achievement of success (based on the deﬁnition of good and evil characters in

the media, good and bad deeds; qualities that allow becoming successful): deep

evaluative judgments, different degrees of the depth of evaluative judgments, eval-

uative judgments about the behavior of the characters of the media are largely

absent.

Valuable and target

• Level of awareness of the types and functions of the media;

• level of awareness of success, stages of successful activity;

• level of communication on topics of success in the media (high, sufﬁcient, low

ability to polysubject interaction)

• the dynamics of educational achievement levels.

Cognitive and com-

municative

• Activity level of actions (high, medium, low);

• the level of creative activity and independence during the creation of media prod-

ucts (ﬁrst of all fairy tales) on the theme of success (the ease of inventing con-

structive ideas and their independent realization, situationally in the production of

creative ideas and implementation with the help of adults and peers, the rarity in

the production of constructive ideas under the inﬂuence of adults and peers);

• the level of realization in the life of innovations from the media about success:

overcoming obstacles, performing exercises to increase the success rate (con-

stantly, occasionally, never);

• the level of formation of the ability to adhere to the rules of safe behavior when

working with a computer; restrict yourself to accessing modern technical devices:

tablet, gadgets, mobile phone (high, sufﬁcient, low).

Activity and creative

• Analysis of own level of success (adequate with argumentation, with errors in the

argument, overestimated or undervalued without arguments);

• setting the prospects for increasing the level of formation of success (expressed

skills, partially expressed, absent).

Evaluative and ana-

lytical

was found out that 17 (10.6%) children are at high

level, 78 children (48.8% – on medium), 65 children

(40.6%) – on a low level of formation of a success-

ful personality. It was found that the level of suc-

cess could be higher due to the development of me-

dia competencies and the positive dynamics of educa-

tional achievements.

The analysis of the results of the conﬁrmatory ex-

periment, scientiﬁc and educational and methodical

sources made it possible to improve a model of the

technology of formation of a successful personality

of a primary school age pupil during media education

implementation, supplementing it with an innovative

media product – a praxeological tale (ﬁgure 1).

Its purpose (formation of a successful personal-

ity of a primary school age pupil) corresponds to leg-

islative acts, educational concepts, the State standard

of primary education. Based on the main principles

The Formation of a Successful Personality of Primary School Children during Media Education Implementation (Using Praxeological Tales)

187

Figure 1: Technology of formation of successful personality of a primary school age pupil during media education implemen-

tation (using praxeological tales).

AET 2020 - Symposium on Advances in Educational Technology

188

of these documents, methodological approaches (sys-

temic, personal, humanistic, informational) and prin-

ciples are determined (respect for national traditions,

the priority of moral and ethical values, aesthetic in-

spiration). The model of technology reﬂects the need

for the implementation of the pedagogy of the heart

and the pedagogy of success, the main ideas of which

are grounded in (Łopatkowa, 1992; Sukhomlinskii,

1962). In our study, the implementation of the ped-

agogy of heart means that every child should feel the

love and care of teachers, parents and classmates: a

minimum of competition and maximum of trust, and

conﬁdence in the success of each child; at the same

time, each pupil feels the need to help peers, older

people.

The content component of the technology embod-

ied the theoretical and methodological foundations of

success, media education tools. The elements of the

procedural component are the algorithm of the ac-

tions of the participants of the pedagogical interac-

tion (pupil, teachers, parents) acting on the princi-

ples of partnership pedagogy; forms of education for

children (the creation of electronic books “Rules of

Success Achievement”, “Stories of Success” that en-

sure continuity in the formation of success), meth-

ods (conversations about media success, exercises,

projects “How to determine life goals”, “Sensitivity

and cruelty: which wins?”, “Rivalry or cooperation:

my choice?”, “How to overcome obstacles”, “How

to increase self-esteem”) and forms and methods of

working with parents (conversations, pieces of train-

ing).

Diagnostic tools (criteria, level indicators) make it

possible to verify the effectiveness of the technology

under study.

2.4 Organization and Analysis of the

Results of Experimental Research

In order to test the effectiveness of the designed tech-

nology, a forming experiment was carried out during

2018 (the ﬁrst stage, which involved the introduction

the technology of formation of successful personality

of a primary school age pupil during media education

implementation) (MON, 2019); 2019–2020 (the sec-

ond stage, during which the improved technology of

formation of successful personality during media ed-

ucation implementation was introduced; it was based

on the use of praxeological tales as innovative me-

dia products, improving the moral and psychological

climate in the children’s team, strengthening the hu-

manization of pupil relationships).

Since it is impossible to investigate all the types

of activities involving children (someone is success-

ful in one activity, and someone else in another), we

have stopped on the leading types: studying, me-

dia education activities of the primary school chil-

dren and their self-improvement activities. Control

(106 persons) and experimental (104 persons) groups

of the third-grade pupils (four classes in each group)

of comprehensive schools and educational complexes

of Ternopil, Khmelnytskyi, Mukachevo were formed,

and the level of formation of their success was diag-

nosed (the results of the diagnosis are presented in

table 3). Traditional forms and methods of forming

success were used in control groups, in experimental,

however, the developed technology, which provides

for the strengthening of the humanization of relations

between pupils; praxeological tales as an innovative

component, was introduced.

The implementation of the technology was pre-

ceded by a preliminary work with the teachers of

the experimental classes that received a specially de-

signed educational methodological textbook for rais-

ing their level of competence in the ﬁeld of educa-

tional technologies, in particular, media education, in-

formation and communication, and the organization

of successful activities (Kuzma, 2019; Łopatkowa,

1992; Yankovych et al., 2020). For teachers, collo-

quies and counseling were conducted. Students of

Ternopil Volodymyr Hnatiuk National Pedagogical

University and Khmelnytskyi Humanitarian and Ped-

agogical Academy were involved in the measurement

of the results of the study.

As the technology provides for the formation of

a successful personality of primary school pupils,

along with the implementation of media education,

the formation of key competences for life, in the ex-

perimental classes, pupils’ knowledge of the media,

their types and functions, information search, copy-

right, safe use of digital media, media communication

ethics etc. has deepened.

Differences in the formation of a successful per-

sonality between control and experimental groups of

children were revealed during the lessons of “Liter-

ature Reading”, “Ukrainian Language”, “I Explore

the World”. In the process of studying each subject

in the experimental classes, attention was focused on

the problems of success (for which the correspond-

ing texts were selected). Particular attention was paid

to the ability to overcome obstacles and the ways to

overcome difﬁculties were discussed. During the ex-

periment, acute topics were considered, in particular

about envy and sincere joy for the success of friends,

whether it worth to create an ideal and follow it, etc.

The most effective forms of working with primary

school pupils were the creation of electronic books

on successful children, watching ﬁlms about the suc-

The Formation of a Successful Personality of Primary School Children during Media Education Implementation (Using Praxeological Tales)

189

Table 3: Dynamics of the formation of successful personality levels of primary school age pupils.

Levels

Control group Experimental group

Before experiment After experiment Before experiment After experiment

High 11 (10.4%) 13 (12.3%) 10 (9.6%) 24 (23.1%)

Sufﬁcient 51 (48.1%) 54 (50.9%) 50 (48.1%) 59 (56.7%)

Low 44 (41.5%) 39 (36.8%) 44 (42.3%) 21 (20.2%)

cess of people with special needs, including the author

of the book “Life Without Limits” (Vujicic, 2012) an

American Nick Vujicic, Italian singer who lost his

eyesight, Andrea Bocelli, a Ukrainian artist Dasha

Bezkosta, who having infantile cerebral palsy, draws

pictures using her toes, etc. Effective methods include

an analysis of the behavior of heroes of stories, prax-

eological tales; the justiﬁcation of which features of

the character can help to achieve success, creation and

discussion of various projects, primarily “How to de-

termine life goals”, “Sensitivity and cruelty: which

wins?”, “Rivalry or cooperation: my choice?”

In both control and experimental groups, the for-

mation of key competencies among pupils took place

in accordance with the Concept of the New Ukrainian

School (Elkin et al., 2017), the State Standard of Pri-

mary Education (MON, 2017). Their formation is un-

doubtedly an important factor in achieving success.

So, during the experiment, we predicted an increase in

the formation of a successful personality in both con-

trol and experimental groups, which eventually hap-

pened.

According to the results of the forming experi-

ment, 23.1% (24) of the respondents of the experi-

mental groups were at a high level; 56.7% (59) – at a

sufﬁcient level; 20.2% (21) – at a low level.

In experimental groups, the percentage of children

with a high level of successful personality develop-

ment (from 9.6% to 23.1%) has increased, and the

percentage of a low level has decreased (from 42.3%

to 20.2%).

In control groups, there was an increase in the

number of children of the high level of formation of

a successful personality by 1.9%, of sufﬁcient – by

2.8%. The number of low-level representatives de-

creased by 4.7%.

The increase in the formation of a successful per-

sonality of pupil in experimental groups was due to

skillful goal-setting, awareness of the value of media

education for life success, the formation of knowledge

about success, successful activity, the creation of me-

dia production on successful activities – fairy tales

about success, e-books “Rules of Success”, “Stories

of Success”, “Children-inventors”; the analysis of

works in which a life ideal is represented; projects

“Sensitivity and cruelty: which wins?”, “Rivalry or

cooperation: my choice?”, as well as due to chil-

dren’s compliance with the media usage rules; also

through the study of praxeological tales, the creation

of an environment of mutual support and assistance

in the classroom. Positive impact on the results of

the experiment also had the introduction of the peda-

gogy of heart, humanization of relations in the class-

room, increasing the level of formation of children’s

teams, raising the level of media culture of parents,

their awareness of the problems of upbringing a suc-

cessful child.

Indicators of pupils who were less subject to

changes are the dynamics of the levels of academic

achievement of pupils; the level of their communica-

tiveness and creativity, the deﬁnition of the prospects

for self-development.

3 CONCLUSIONS AND

PROSPECTS FOR FURTHER

RESEARCH

Formation of a successful personality of a primary

school pupil during media education implementation

using praxeological tales helps to solve several actual

tasks: to increase the level of media culture of a pupil,

to form key competencies for life, to prepare a child

for the life’s self-realization, which in the end should

contribute to the strengthening of the Ukrainian state

in future.

Praxeological tale is a fairy tale, which reﬂects the

basic rules, factors of achieving success. The connec-

tion between success and sensitivity, humanity, pro-

viding support to those who need it (that one who

shows humanity, the ability to help achieves success

faster and easier) is one of the leading ideas of these

tales.

The research has proved the effectiveness of the

implementation of the technology of formation of a

successful personality of a primary school age pupil

during media education implementation using praxe-

ological tales. In experimental groups, the percentage

of children with a high level of successful personal-

ity development (from 9.6% to 23.1%) has increased,

and the percentage of a low level has decreased (from

42.3% to 20.2%).

Praxeological principles of the formation of the

AET 2020 - Symposium on Advances in Educational Technology

190

content of primary education are the prospects of fur-

ther research.

REFERENCES

Alishev, T. and Gilmutdinov, A. (2010). Singapore ex-

perience: Creation of a world level education sys-

tem. Educational Studies Moscow, (4):227–246.

https://vo.hse.ru/en/2010–4/98012271.html.

Bibik, N. M. (2014). I am in the World. The 3rd grade.

Osnova, Kharkiv.

Carr, A., Kariyawasam, A., and Casil, M. (2008). A

study of the organizational characteristics of success-

ful cooperatives. Organization Development Journal,

26(1):79–87.

Danyliak, R. Z. (2017). The Ideas of Moral Education of

Primary School Pupils on the Pages of the National

Children’s Periodicals (late 20th – early 21st cen-

turies). PhD thesis, Drohobych Ivan Franko State Ped-

agogical University, Drohobych.

Elkin, O., Hrynevych, L., kalashnikova, S., Khobzey,

P., Kobernyk, I., Kovtunets, V., Makarenko, O.,

Malakhova, O., Nanayeva, T., Shiyan, R., and

Usatenko, H. (2017). The New Ukrainian School:

conceptual principles of secondry school reform.

https://mon.gov.ua/storage/app/media/zagalna%

20serednya/Book-ENG.pdf.

Glasser, W. (1973). Highlights from schools with-

out failure. Educational Horizons, 52(1):39–42.

http://www.jstor.org/stable/42924062.

Grant, A. D. (1972). The personality characteristics of ac-

ceptors and rejectors of the newer educational media

among secondary teachers of wisconsin. British Jour-

nal of Educational Technology, 3(2):129–136.

Grynyuk, S. P. (2011). Steady work: how ﬁnns built a suc-

cessful system of education. Bulletin of Postgraduate

Education, (5):57–64.

Grzeszczyk, E. (2003). Success: American patterns – Pol-

ish realities. Publishing house IFiS PAN, Warszawa.

Hill, N. (1928). The Law of Success in 16 Lessons. Tribeca

Books.

Kolber, M. (2016). Wirtualna koncepcja człowieka sukcesu

– codzienno

c – rzeczywisto

c szkolna (Virtual con-

cept of a man of success – daily life – school re-

ality). Przeglad Pedagogiczny, (2):78–87. https:

//tinyurl.com/eyukawks.

Krystopchuk, T. and Yakymchuk, I. (2018). Mediaosvitni

tekhnolohii yak zasib pidvyshchennia yakosti osvit-

noi diialnosti koledzhu (Media education technolo-

gies as a means of improving the quality of college’s

educational activity). Nova pedahohichna dumka,

(1):50–53.

Kukk, C. L. (2017). The Compassionate Achiever: How

Helping Others Fuels Success. HarperOne.

Kuzma, I. (2019). Praxeological tales. Vector, Ternopil.

MacBeath, J. (2012). Future of Teaching Profession.

Leadership for Learning, the Cambridge Network.

https://download.ei-ie.org/Docs/WebDepot/EI

Maksymova, O. O. (2013). Formuvannia uspishnoi os-

obystosti shestyrichnoho pershoklasnyka (Formation

of a successful personality of the six-year pupil of the

ﬁrst form). Zhytomyr State University, Zhytomyr.

MON (2017). Derzhavnyi standart pochatkovoi zahal-

noi osvity (The State Standard of Primary Educa-

tion). https://www.mon.gov.ua/images/standart/derj

standart pochatk new.doc.

MON (2019). A typical educational program developed

under the guidance of Savchenko O. Ya., The

1–2 grade. https://mon.gov.ua/storage/app/media/

zagalna%20serednya/programy-1-4-klas/2019/11/

1-2-dodatki.pdf.

ms.detector.media (2016). Kontseptsiia vprovadzhen-

nia mediaosvity v Ukraini (nova redaktsiia).

https://tinyurl.com/y8y89djv.

Łopatkowa, M. (1992). Pedagogy of heart. School and

Pedagogical Publ. House, Warsaw.

Semeniako, Y. (2016). Sotsialno-pedahohichni problemy

suchasnosti: Mediabezpeka ditei doshkilnoho viku

(Socio-pedagogical problems of the modernity: me-

dia security of preschool children). Osvitnii prostir

Ukrainy, (8):137–142.

Sukhomlinskii, V. (1962). Urgent problems of the theory

and practice of education. Soviet Education, 4(7):3–

12.

Tereshchuk, H. V., Kuzma, I. I., Yankovych, O. I., and Fal-

fushynska, H. I. (2019). The formation of a success-

ful personality of a pupil in ukrainian primary school

during media education implementation. CEUR Work-

shop Proceedings, 2433:145–158.

Vujicic, N. (2012). Life Without Limits: Inspiration for a

Ridiculously Good Life. WaterBrook.

Wagner, L. and Ruch, W. (2015). Good character at school:

positive classroom behavior mediates the link between

character strengths and school achievement. Fron-

tiers in Psychology, 6:610. https://www.frontiersin.

org/article/10.3389/fpsyg.2015.00610.

Yankovych, O., Shorobura, I., Binytska, O., Binyt-

ska, K., Czepil, M., Karpenko, O., Zharkova, I.,

Hladiuk, T., and Matiiash, V. (2020). Primary

school pupils’ problem-solving skills formation. Re-

vista Romaneasca pentru Educatie Multidimension-

ala, 12(2):148–168. https://lumenpublishing.com/

journals/index.php/rrem/article/view/2668.

The Formation of a Successful Personality of Primary School Children during Media Education Implementation (Using Praxeological Tales)

191