USE OF METHODS OF IMPLEMENTATION OF THE ACTIVITY APPROACH IN PRIMARY SCHOOL AT THE LESSONS «I EXPLORE THE WORLD»

Introduction. An active approach in education means the focus of the entire educational process on the development and formation of end-to-end skills and key competencies of students, involves the use of theoretical knowledge in practical activities and the formation of teamwork skills, integration into society, self-education, and self-realization. Purpose. The article raises the problem of the need to transition from a knowledge-oriented learning paradigm to an activity-based one through the use of pedagogical techniques and technologies, reveals the essence of the activity-based approach and its main provisions, and highlights a special form of organization of the educational process at NUS ‒ an activity-based approach, which is such an organization of the educational process, when more attention is paid to the productive, versatile, active, independent activities of younger schoolchildren, particularly in the lessons of the integrated course «I explore the world». The issue of the activity approach to the formation of key competencies of younger schoolchildren, which contributes to the personal realization of the potential of each student, was also considered. Methods. The leading research methods are the analysis and generalization of theoretical aspects problems of analyzing effective methods of active learning in the lessons «I explore the world» in primary school; raised the issue of the need to transition from a knowledge-oriented learning paradigm to an activity-based one through the use of pedagogical techniques and technologies. Results. The definition of the concept of «activity approach» has been clarified, where the activity itself is a means and condition for personality development and is such a way of organizing the educational process when the main thing is the versatile, active, productive, independent educational and cognitive activity of the child. Five signs of an activity approach are identified: meaningful, joyful, social, motivating, and active, and their essence are revealed. Originality. The criteria that must be met by pedagogical technologies for the implementation of the activity approach are highlighted: show higher learning results in contrast to the traditional organization of learning; create conditions for self-realization; prevent physical and psychological overload. Several techniques are proposed that could be useful to a primary school teacher at different stages of the lesson of the integrated course «I explore the world» in primary school. Conclusion. The activity approach solves the main educational task, namely: the formation of a harmonious, socially active, morally perfect, professionally competent personality, which is capable of self- development and self-improvement through the creation of appropriate conditions, when more attention is paid to productive, versatile, active, independent activities of younger schoolchildren. It is with the personality of the younger student, his interests, values, motives, and tasks that the educational process should be correlated, and it is the personality that is at the center of education.