THE PEDAGOGICAL POTENTIAL OF ANIMATION IN THE EDUCATION OF PRESCHOOL AND PRIMARY SCHOOL CHILDREN
DOI: 10.23951/1609-624X-2020-6-46-56
Introduction. The actual problem of realization of pedagogical potential of animation in education of preschool and primary school age children is investigated. The article presents the stages of development of children’s animation, domestic and foreign experience of using animation in educational practice with pre-school and primary schoolchildren, the problems of influence of animation on children, the prospects of development of pedagogical potential of animation in teaching children at the level of pre-school and primary general education. Material and methods. The materials for the research were domestic and foreign scientific sources, which contain information about the formation of animation as a kind of film art and as an educational technology, the results of the study of the problem of applying animation in educational, educational and correctional development work with children of preschool and primary school age. The following methods were used: retrospective, comparative analysis, content analysis, analysis and generalization of pedagogical experience, and classification. Purpose: to conduct a theoretical study of the implementation of the pedagogical potential of animation in the education of children of preschool and primary school age. Results and discussion. The application of animation in education is connected with the evolution of its figurative means (movement, time, space, color, graphics, etc.), in accordance with this, two main stages can be distinguished: the first – classical (pre-computer) and the second – modern (using computer technologies). The first stage is the formation of animation as a kind of film art, in educational practice used cartoons created on the basis of folk and author’s tales, fables, children’s literary works, as well as cartoons with a pronounced cognitive and didactic content. The second stage in the development of children’s animation involves the use of computer technology. The pedagogical potential of computer animation lies in the visualization and impact of expressive means of animation on the perception of educational material and interactivity. The main directions of animation application in education were formed: education, training, creative activity, correction, rehabilitation. Nowadays, educational animation represents a generalizing name of a group of technologies united by the use of animation as an educational tool and contributing to the achievement of educational results (personal, metaproject, subject). At the same time, there are problems with the impact of modern animated products on children. Cartoons with negative content (scenes of murder, violence, etc.) lead to changes in the behavior of the child, there is aggression, rudeness, cruelty, selfishness. The priority task is to develop educational content using the modern potential of animation for learning, developing communication, socialization, media and media culture skills in children and adolescents. Conclusion. The prospects for developing the pedagogical potential of children’s animation are to create a holistic integrated system of developing education at the level of preschool and primary general education using animation as an educational tool.
Keywords: animation, pre-school and primary school age children, pedagogical capacity, computer technology
References:
1. Asenin S. V. Uolt Disney. Tayny risovannogo kinomira [Secrets of the drawn cinema world]. Moscow, Iskusstvo Publ., 1995. 312 p. (in Russian).
2. Krivulya N. G. Spetsifika razvitiya i formirovaniye osobennostey otechestvennoy animatsionnoy industrii v kontekste kontseptsii detstva. Chast’ 1 [The specificity of development and the formation of the features of the domestic animation industry in the context of the concept of childhood. Part 1]. Nauka televideniya, 2018, no. 14.2, pp. 107–135 (in Russian)
3. Nornshteyn Yu. B. Sneg na trave. V dvykh knigakh [Snow on the grass. In 2 books]. Moscow, Krasnyy parokhod Publ., 2016. 624 p.(in Russian).
4. Kunichenko O. V. O kriteriyakh otbora mul’tfil’ma dlya nravstvennogo vospitaniya detey 5–7 let [On the criteria for selecting a cartoon for the moral education of children 5–7 years old]. Fundamental’nye i prikladnye issledovaniya v sovremennom mire, 2014, vol. 3, no. 5, pp. 133–137 (in Russian).
5. Murodxodzhayeva N. S., Punchik V. N., Amochayeva I. V., Kazunina I. I., Polyakova V. Yu. Mul’tstudiya «Ya tvoryu mir»: uchebnoye posobiye [Animation studio “I create the world”: tutorial]. Moscow, BINOM. Laboratoriya znaniy Publ., 2019. 207 p. (in Russian).
6. Krasnyy Yu. E., Kurdyukova L. I. Mul’tfil’m rukami detey. Kniga dlya uchitelya [Cartoon hands of children. Teacher’s book]. Moscow, Prosveshcheniye Publ., 1990. 175 p. (in Russian).
7. Uil’yams R. Animator: nabor dlya vyzhivaniya. Sekrety i metody sozdaniya animatsii, 3D-grafiki i komp’yuternykh igr: perevod s angliyskogo [Animator: survival kit. Secrets and methods of creating animation, 3D graphics and computer games: translation from English]. Moscow, Bombora Publ., 2019. 392 p. (in Russian).
8. Petrova N. P., Bondareva G. A. Tsifrovizatsiya i tsifrovye tekhnologii v obrazovanii [Digitalization and digital technologies in education]. Mir nauki, kul’tury i obrazovaniya, 2019, no. 5 (78), pp. 353–355 (in Russian).
9. Smith R., Anderson D., Fischer C. Young children comprehension of montage. Child development, 1985, vol. 56, no. 4, pp. 962–971.
10. Gibbons J., Anderson D. R., Smith R., Field D. E., Fischer C. Young children’s recall and reconstruction of audio and audio-visual narratives. Child development, 1986, vol. 57, no. 4, pp. 1014–1023.
11. Mayer R. E., Heiser J., Lonn S. Cognitive constraints on Multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 2001, vol. 93, no. 1, pp. 187–198.
12. Lowe R. K. Animation and learning: selective processing of information in dynamic graphics. Learning and Instruction, 2003, vol. 13, no. 2, pp. 157–176.
13. Schontz W., Rasch T. Functions of Animation in Comprehension and Learning. In L. Richard, & W. Schnotz (Ed.), Learning with Animation: Research Implications for Design. New York, Cambridge UP, 2008. P. 92–113.
14. Alaba S. The Use of Educational Cartoons and Comics in Enhancing Creativity in Primary School Pupils in Ile-ife. Osun State, Nigeria. Journal of Applied Sciences Research, 2007, vol. 3, no. 10, pp. 913–920.
15. Eker С., Karadeniz O. The Effects of Educational Practice with Cartoons on Learning Outcomes. International Journal of Humanities and Social Science, 2014, vol. 4, no. 14, pp. 223–234.
16. Shreesha M., Tyagi1 S. K. Does Animation Facilitate Better Learning in Primary Education? A Comparative Study of Three Different Subjects. Creative Education, 2016, vol. 7, no. 13, pp. 1800–1809.
17. Boucheix J. M., Forestier C. Reducing the transience effect of animations does not (always) lead to better performance in children learning a complex hand procedure. Computers in Human Behavior, 2017, vol. 69, no. C, pp. 358–370.
18. Anmarkrud Ø, Andresen A., Bråten I. Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues. Educational Psychologist, 2019, vol. 54, no. 1, pp. 61–83.
19. Chen O, Retnowati E., Kalyuga S. Element interactivity as a factor influencing the effectiveness of worked example–problem solving and problem solving-worked example sequences. British Journal of Educational Psychology, 2019, vol. 90, no. S1, pp. 210–223.
20. Li J., Antonenko P., Wang J. Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis Educational Research Review (Educ Res Rev), 2019, vol. 28, pp. 1–21.
21. Mou T. Y., Kao C. P., Lin H. H., Yin Z. X. From action to slowmation: enhancing preschoolers’ story comprehension ability and learning intention. Interactive Learning Environments, July 2019. DOI: 10.1080 / 10494820.2019.1635496
22. Govindasamy M. K. Animated Pedagogical Agents: A Review of Agent Technology Software in Electronic Learning Environments. Journal of Educational Multimedia and Hypermedia, 2014, vol. 23, no. 2, pp. 163–188.
23. Schroeder N. L. The Influence of a Pedagogical Agent on Learners’ Cognitive Load. Educational Technology & Society, 2017, vol. 20, pp. 138–147.
24. Radley K. C., Jenson W. R., Clark E., Hood J. A., Nicholas P. M. Using a Multimedia Social Skills Intervention to Increase Social Engagement of Young Children With Autism Spectrum Disorder. Intervention in School and Clinic, 2014, vol. 50, no. 1, pp. 22–28.
25. Drigas A. S., Kokkalia G. ICT and special education in kindergarten. International journal of the latest technologies in education, 2014, vol. 9, no. 4, pp. 35-42.
26. Kokkalia K., Drigas A. S., Economou A. The Role of Games in Special Preschool Educatio. International journal of the latest technologies in education, 2016, vol. 11, no. 12, pp. 30–35.
27. Baglama B., Yucesoy Y., Yikmis A. Using Animation as a Means of Enhancing Learning of Individuals with Special Needs. TEM Journal, 2018, vol. 7, no 3, pp. 670–677.
28. Magomedova M. K. Mul’tterapiya kak artpedagogicheskoye sredstvo vospitaniya nenasiliya u detey [Multitherapy as an art pedagogical means of educating non-violence in children]. Izvestiya Dagestanskogo gosudarstvennogo pedagogicheskogo universiteta. Psikhologo-pedagogicheskiye nauki, 2018, vol. 12, no. 1, pp. 90–95 (in Russian).
29. Shul’ga I. I. Pedagogicheskaya animatsiya: uchebnoye posobiye dlya srednego professional’nogo obrazovaniya [Pedagogical animation: a textbook for secondary vocational education]. Moscow, Yurayt Publ., 2019. 150 p. (in Russian).
30. «Soyuzmul’tfil’m» nachal sozdavat’ obrazovatel’nye programmy dlya detsadov i shkol [“Soyuzmultfilm” began to create educational programs for kindergartens and schools]. Vedomosti (in Russian). URL: https://www.vedomosti.ru/technology/news/2019/10/18/814043-soyuzmultfilm (accessed 28 August 2020).
( 451.95 kB ) 
( 441.71 kB )
Issue: 6, 2020
Series of issue: Issue 6
Rubric: GENERAL AND INCLUSIVE EDUCATION
Pages: 46 — 56
Downloads: 1014