THE ORIGINS OF THE IDEA OF INTRODUCING AN ACTIVITY-BASED APPROACH INTO THE EDUCATIONAL PROCESS OF PRIMARY SCHOOLS

Abstract

The article analyzes the advantages and disadvantages of traditional teaching methods in primary school. It emphasizes the advantages of the activity-based approach, which is based on tactile memory. A retrospective analysis of the origins of the idea of introducing the activity-based approach into the educational process in primary schools is carried out, in particular: tactile learning through F. Froebel's gifts, «learning through action» the Chicago Laboratory School of D. Dewey, the tactile method of M. Montessori, the theory of multiple intelligences by G. Gardner, and Bloom's taxonomy. Emphasis is placed on: giving younger schoolchildren the opportunity to gain experience that requires the use of different types of intelligence, i.e., that promotes their development; ensuring that every child has the opportunity to learn and study in the way and manner that is most familiar, convenient, and comfortable for them; plan lessons and study individual topics through the prism of multiple intelligences theory; involve younger schoolchildren in creating individual or group projects. Empirical data obtained by contemporary domestic researchers, confirming the effectiveness of tactile memory in retaining relevant information over a long period, are presented. Commenting on psychomotor goals, which can be achieved through the development of writing, speech, physical, and work skills, Bloom's taxonomy verbs are provided when planning activities for pupils with bodily-kinesthetic intelligence, including: knowledge (repeat all actions, explain in actions, copy, imitate); comprehension (discuss, express, act out); application (use, depict, imitate, experiment, imagine); analysis (select, sort, review, systematize, classify, group, divide into groups); synthesis (arrange in order, create, build, invent, discover); evaluation (measure, decide, choose, evaluate, recommend). It was concluded that primary school teachers need to be trained in the rational use of multimedia technology and digital services when implementing the activity-based approach.