| Abstract [eng] |
Subject relevance. Globalization-driven changes in society, continuous development of information and science, education paradigms, tendencies of continuous learning conception determine a new attitude towards independent reading and the education process of junior school children, as independent readers, the conception of which is disclosed within the context of educational-management activities of a teacher. Research object – education of junior school children, as independent readers, within the context of educational-management activities of a teacher. Aim – to substantiate the education process of junior school children, as independent readers, within the context of educational-management activities of a teacher theoretically and empirically. Research methods: theoretical (analysis and interpretation of scientific readings); empirical (semi-standard interview, standard interview, analysis of document content); empirical (frequency analysis). Research scope and organization. 15 children attending Form 4 (10-11 years old) and 16 primary school teachers have participated in the qualitative research. 31 informants were interviewed altogether. Data obtained during the interviews helped to reveal the opinions of children and teachers in respect of the problems under the research. Then analysis of content of Basic Primary and Basic Education Programmes (2008) regulating education of independent readers has been organized. The first chapter reveals the essence of multidisciplinary conception of reading, the importance of reading for junior school children, the conception of education process of independent readers within the context of educational-management activities of a teacher. Conclusions of the empirical research are provided in the second chapter. It is emphasized that children and teachers relate the conception of reading with reading of books. Not all teachers distinguish the functions of educational-management activities, emphasize their, as educators’ of independent readers, responsibility. The content of education of independent readers is regulated by primary education programmes, specifying aims, tasks, methods of education, organization forms and sources for reading. The Paper includes conclusions, recommendations, issues for discussions as well. |
