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
1
Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Maksyma Kryvonosa Str., Ternopil, 46027, Ukraine
2
Ternopil Regional Municipal Institute of Postgraduate Pedagogical Education, 1 V. Hromnytskoho Str., Ternopil, 46027,
Ukraine
3
Kujawy and Pomorze University in Bydgoshch, 55-57 Toru
´
nska Str., 85-023, Bydgoshch, Poland
4
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
a
https://orcid.org/0000-0003-1717-961X
b
https://orcid.org/0000-0002-1219-8216
c
https://orcid.org/0000-0003-4253-5954
d
https://orcid.org/0000-0003-3058-4919
e
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
Copyright
c
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
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
´
e,
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
95
persistence
92
diligence
90
sociability
23
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
13
there
is no
exam-
ple to
succeed
3
other
vari-
ants
5. Where do you
get information
about success and
successful people
from?
school
textbooks
17
children’s
magazines
and news-
papers
6
fiction 6 TV pro-
grams
51
radio
pro-
grams
1
the In-
ternet
48
teachers
45
parents
32
Theatre
perfor-
mances
6
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.
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