Implementation of the pedagogical potential of the state symbolism of Ukraine in the educational process of a modern primary school

Abstract

The article deals with the problem of realization of the pedagogical potential of the
state symbols of Ukraine in the educational process of a modern primary school. It is noted that the relevance of the study is due to the challenges of the time: the priorities for the development of the national educational system, outlined in the current state documents on education, the conditions of martial law, the Moscow invasion, when the problems of national identity, civic identification, development of national consciousness, national-patriotic education and value orientations of a growing personality became especially relevant. Based on the analysis of empirical studies by foreign and domestic scholars, the author generalizes the scientific concepts of symbol and symbolism, reveals the content of the concept of “state symbolism” and its pedagogical potential; the main semantic components of state symbolism are systematized.
It is revealed that in the context of the tasks set by the State Targeted Social Program of National and Patriotic Education for the Period up to 2025, the study of the State symbols is of particular importance, as it contributes to the development of civic and social competencies of a growing personality, as defined by the current State Standard of Primary Education. The features of studying the state symbols of Ukraine in the practice of lesson and extracurricular work of a modern primary school are determined.
The symbols of our country are important attributes of statehood, signs of its independence and sovereignty. Therefore, familiarization with the state symbols should be aimed at revealing the value meanings that are embedded in them – forming a system of knowledge about the history of their creation, the meaningful components of the symbols, constitutional requirements for their use, and fostering a respectful and careful attitude.
The author establishes pedagogical conditions for the effective use of the pedagogical potential of state symbols, and offers recommendations for improving the ways of familiarizing junior schoolchildren with state symbols and actualizing their pedagogical potential.