The use of cartoons as a means of forming elementary mathematical representations in children
DOI:
https://doi.org/10.33910/2687-0223-2023-5-2-124-136Keywords:
creation of cartoons, educational process, association by interests, formation of elementary mathematical representations, preschool ageAbstract
The article presents the results of the interregional research “Modern Childhood. Strokes to a self-portrait” organized by Herzen University to determine the animation preferences of preschool children. The main topics of research included: perception of the main idea of the cartoon, personality and image of the characters; the list of modern cartoons that modern children watch; taking into account by animators the requests and interests of children when creating cartoons; and identification of the dominant in the perception of cartoons (the main idea, storyline, or means of expression).
The authors used this to develop and test a methodology for the formation of elementary mathematical representations in preschool children in the process of creating cartoons. The hypothesis of our study was that the elementary mathematical representations in preschool children are more effectively formed in the process of creating cartoons as compared to organizing didactic games with mathematical content. In order to test the hypothesis, we developed a curriculum for the interest association University for Children (the “Multstudiya” section) setting out the pedagogical conditions for the use of animation in the educational process. The study was carried out in the 2022/23 academic year at the Laboratory of Childhood Pedagogy by the teaching staff and students of the Department of Preschool and Primary Education, Faculty of Pedagogy and Psychology, Baranovichi State University.
We used theoretical (analysis of psychological and pedagogical, scientific and methodological literature), empirical (pedagogical experiment) and statistical (mathematical data processing) research methods.
The results of the study may be of interest to the general pedagogical community: preschool educators, teachers and researchers, students (undergraduate, master’s and doctoral) and parents of preschool children.
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