Existential concepts in the family upbringing of primary school children (using the concepts of “meaning”, “freedom”, “fear”, “love” and “death” as an example)
DOI: 10.23951/2307-6127-2025-3-112-120
The results of an empirical study are presented. Data collection was carried out using a questionnaire, which was attended by 120 parents raising children aged 7–11 years. It was found that parents are aware of the importance of the existential concepts of “meaning”, “freedom”, “fear”, “love” and “death” in family education; these concepts are discussed in families mainly several times a month; both adults and children are the initiators of discussions; The difficulties for parents are: lack of time, lack of pedagogical tools, inability to explain to a younger student the essence of these concepts in connection with his age characteristics. Recommendations are formulated for parents to improve their work with existential concepts in the process of family education: it is advisable to assist a child in understanding existential concepts from primary school age; familiarization of children with existential concepts should be carried out through a joint assessment and interpretation of their life events; in the process of working with existential concepts, it is necessary to use pedagogical tools based on the personal reflection of a younger student (the method of moral dilemmas, social tests, dialogue, keeping personal diaries and their analogues, diagnostic map, portfolio design of personal self-development, metaphorical associative maps). The results obtained in the course of the study can serve as the main basis for the development of methodological support for the education and upbringing of younger schoolchildren in terms of the formation of their existential sphere.
Keywords: existential concepts, meaning, freedom, fear, love, death, family education, junior high school student
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Issue: 3, 2025
Series of issue: Issue 3
Rubric: PSYCHOLOGY
Pages: 112 — 120
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