THE USE OF THE «PERSONA DOLL» TECHNIQUE FOR CIVIC EDUCATION OF OLDER PRESCHOOL AND YOUNGER SCHOOL-AGE CHILDREN

Abstract

Modern reforms in Ukrainian education also encompass such levels as preschool and primary education. Transformations in the conceptualization of the process of a child’s personality formation and development are impossible without the implementation of innovative approaches, methodologies, and techniques. One such technique is the Persona Doll method. The author substantiates that the effectiveness of the educational process for older preschool and younger school-age children depends on the appropriateness of the selected methodologies and practices, as well as on the targeted impact on the learners themselves. It is emphasized that the play-based approach is fundamental in working with both preschool children and first-grade students in primary school. Therefore, the chosen technique integrates play with development, learning, and character formation. It is highlighted that the Persona Doll methodology is both psychological, as it directly influences the child’s personality development, and pedagogical, as it instills fundamental understanding of rights, norms, and rules of behavior in society, thereby influencing the level of civic education. Given that the primary character in this technique is a doll, it serves as a natural and traditional element in a child’s life, unlike any other toy. The Ukrainian tradition of doll play has deep historical roots. Since ancient times, Ukrainian families have used motanka dolls and tied dolls as protective amulets against evil forces and illnesses, as well as primarily as toys that taught social norms. The most significant objective of playing with dolls is to introduce children to the multifaceted nature of the sociocultural world, teach them communication skills, facilitate interaction with peers and adults, explain the importance of norms and rules of behavior, and develop empathy. It has been proven that the use of the Persona Doll technique positively influences the level of a child’s civic education. The author provides several practical case studies as examples of work within this technique and notes that the chosen play-based format, free from pressure and coercion, contributes to the formation of each child’s social capital. In the future, this capital will serve as the foundation for the development of their civic identity and overall facilitate their success in all spheres of life.