Experiential activities – a favorable environment for forming and developing life values for primary school students

Abstract

The article focuses on clarifying the role of experiential activities in educating life values ​​for primary school students. Based on the analysis of concepts, relationships and characteristics of experiential activities, the study shows that experience is a favorable environment to help students transform knowledge into behavior, practice qualities such as responsibility, compassion, honesty, cooperation. The process of experiencing combined with reflection and analysis of one's own experiences not only creates conditions for students to challenge and adjust behavior, but also forms habits and strengthens a sustainable value system. The article also suggests some orientations for organizing experiential activities to improve the effectiveness of life values ​​education in primary schools: clearly defining value goals, diversifying forms, valuing reflection and analysis of students' own experiences, promoting the exemplary role of teachers, coordinating family - society and applying technology. The research results confirm that experiential activities not only supplement knowledge but are also an inevitable path in life values ​​education, contributing to training a generation of primary school students to develop comprehensively in knowledge, capacity and personality.