PROBLEMS AND PROSPECTS OF OVERCOMING EDUCATIONAL LOSSES AMONG FOURTH-GRADERS IN KHERSON REGION

Abstract

The article is devoted to the analysis of the scale, factors and nature of educational losses among fourth-grade students of primary schools in Kherson region, a region that has significantly suffered from the full-scale armed aggression of the Russian Federation. In particular, it is found that systematic fluctuations in the educational space, distance learning, children’s unstable psycho-emotional state, forced displacement and migration, destruction of educational infrastructure, psychological exhaustion of adults have become the determining factors in a decrease in students’ ability to effectively assimilate basic knowledge. The results of academic achievements in the Ukrainian Language and Mathematics have been represented, as well as students’ self-assessment as an indicator of the level of formation of subject competencies. The research methodology was based on comparing the results of diagnostic work with the requirements of the State Standard of Primary Education and the expected results specified in the Certificate of Achievement. Analytical data processing was carried out according to several criteria: the level of students’ educational achievements (primary, average, sufficient, high) in percentage ratio; territorial distribution of students (territory controlled by Ukraine, abroad, temporarily occupied territory) and the nature of the implementation of educational tasks of various levels of complexity. In the process of research, the essence of difficulties in the learning of fourth-graders has been identified and clarified, and the relevance of targeted pedagogical efforts to eliminate them has been substantiated. It is determined that the highest level of development is observed in the reproductive skills of students, while tasks requiring analytical thinking or creative speech cause the greatest difficulties. A complex of pedagogical solutions aimed at overcoming educational losses through the application of effective pedagogical practices has been substantiated. The prospect of further research is the development of differentiated didactic strategies to support students, taking into account the peculiarities of the organization of the educational process, the educational context, as well as the cognitive development, emotional and volitional sphere, and motivational readiness of younger schoolchildren for learning.