| Abstract [eng] |
In the theoretical experience of the education reform there is mindedness against unilateral stress on the importance of knowledge in education. The acquisition of knowledge is considered to be of equal importance with the formation of basic skills and competences, as well as fostering emotional culture of an individual. That is why, preventative programs are being integrated into educational programs of primary and basic school which aim at developing general competences, skills for life, could help pupils to acquire social competences, responsibility for their behavior and its consequences as well as the ability to resist negative influence and in such a way to avoid it .Scientists of different fields do research on detached spheres and their implementation at school. Unfortunately, it was impossible to find any works which would analyze systematic integration of these programs into the content or primary education. Judging by the experience of many authors, systematic research into preventative programs are relevant because they can help schools to find the most effective ways and possibilities to implement them. Object of research. Preventative programs in the education process of primary school. Aim of the research. To analyze the situation of implementation and integration of preventative programs in primary school. Method of research. The research was carried out using the descriptive statistics, analysis of scientific sources and surveys done by teachers and pupils. The research data were processed using Microsoft Excel program. Research amount. The research was done in March 2010 and covered 2 groups of respondents: 168 forth-formers and 54 primary school teachers. Research results. It was defined by the research that the attitude of the teachers and students to the preventative programs was positive These programs are integrated into subjects, class meetings, after school activities, projects and out of school communication. On the other hand, there is no clear system of implementation, the active methods are not used enough but could make it easier for the teachers to evaluate pupils’ skills and abilities. |
