Visual images of Russian traditions as a learning tool for teaching primary school children in supplementary education

Aim. To describe means for fostering ethnic identification in primary school children using visual images of Russian folk art in supplementary education.

Methodology. Cultural and systemic approaches are used in this study and are essential for the successful perception of information related to the ethnocultural aspect of education by schoolchildren. The study utilizes methods of analyzing and summarizing scientific literature, analyzing and synthesizing creative experience, and summarizing its results within the framework of art pedagogy, moral education, and patriotism.

Results. The social functions of a visual image containing elements of folk art are identified: educational, cognitive, and personality development. The need for adaptation of bilingual children in general education organizations is substantiated, as some of these students have a low level of cognitive activity, including due to a lack of understanding of the traditions and culture of the regions in which they live and study.

Research implications. The theoretical significance of the study lies in its identification of the essential educational and cognitive functions of illustrations with traditional Russian symbols in teaching aids and textbooks. The conditions for integrating spiritual and moral content and national values into the educational process through illustrations with traditional national images are described, which is driven by the increased need to introduce schoolchildren to national culture, foster patriotism, and preserve cultural traditions. The practical significance of the study lies in the development of a teaching aid for primary school students, “Russia – My Homeland,” in which illustration plays a central role.

Conclusions. The following conclusions are drawn from the study: creativity is a powerful didactic tool, uniting traditions, culture, and modernity in an ethnopedagogical space. The educational function is realized in additional and extracurricular activities through the introduction of visual images such as images of monumental and artistic works embodying traditional values, using vivid symbols reflecting the country’s victories and achievements; the inclusion of educational materials containing a large amount of visual information helps increase cognitive motivation and improve comprehension in primary school-aged children and bilingual children.

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