INTEGRATION DOMINANCE IN MODERN PRIMARY SCHOOL EDUCATIONAL PROCESS: PSYCHOLOGICAL AND PEDAGOGICAL ASPECT

Abstract

The article theoretically substantiates the transition to an integrated educational process in primary school due to its modernization, primary school children’s psychophysiological characteristics, the integrity of their worldview, and socio-cultural needs. The influence of integration processes on all spheres of a primary school child’s psyche, namely intellectual, emotional, motivational, and demanding, is revealed. The author notes that designing the implementation of an integrated approach in the educational process, we assume that it should be focused on a child’s holistic development and their adaptation to a modern dynamic society. It should be based on every child’s abilities, and promote personality development. Under this approach, the training content involves knowledge acquisition and its direct practical application in search and independent activities. The learning process becomes problematic and creative so that pupils can progress at their own pace, depending on their abilities, interests, and needs. A pupil becomes a real subject of the educational process. A teacher acts as an organizer of learning, a consultant who provides individualization of learning in form and content. Systematic use of specific integrated learning activities, which are aimed at cognitive abilities development, expands children’s worldviews, promotes their mental development, allows them to confidently navigate the laws of reality, and actively use the acquired knowledge in everyday life.