| Abstract [eng] |
In the face of the present-day challenges such issues as personal integrity, life harmony and meaningfulness are becoming a key concern, thus, educational efforts to humanize people's lives, to help raise and seek answers to the questions of life meaning and purpose are particularly important. Modern school is required to organize the educational process by creating human values-based relationship. After starting the school junior schoolchildren expand their cognitive opportunities, enrich their emotional world, and form their empathy and behavior. However, primary school pupils often experience difficulty in communicating, because the relationship between this age group children often lacks support, attentiveness and respect for each other. Schoolchildren’s emotions, their value orientation, physical, verbal and non-verbal forms of aggression are revealed in physical education lessons during play situations, and the moments of victory or defeat. Junior school age is the most important phase of developing humanistic values of an individual, because it is an intense period of child's personality development, their relationship with oneself and the world, the collection of new experience and information. Junior schoolchildren’s humanistic education in physical education lessons is a very important and relevant issue due to the conflicts during play situations and the lack of children’s support, attentiveness and respect for each other. Therefore, a scientific problem emerges: how to plan junior schoolchildren’s physical education lessons in order to expand not only their physical and mental powers, but also to develop their humanity. The aim of the research - to specify the concept of humanity and reveal the assumptions of humanistic education in physical education lessons. Positive changes in the experimental group suggest that humanistic education can be expressed as a multifunctional phenomenon by the implementation of the education program, to be effective in facilitating the development of favorable conditions implicating humanistic values and reflecting on ones own and other children’s behavior making moral decisions, developing relationship based on sensitivity, openness, dignity and responsibility. |
