INTEGRATIVE TEACHING OF GEOGRAPHICAL KNOWLEDGE IN PRIMARY GRADES
Abstract. The article systematically examines, from both theoretical and prac tical perspectives, the particular role of geographical knowledge in shaping primary school students’ worldview and supporting their cognitive development. It explores the pedagogical and psychological foundations of this process and provides an analysis and synthesis of the existing scholarly literature and methodological guidelines. In addition, a number of national and international studies have investigated the impact of integrative teaching on the holistic development of primary school students, particularly their emotional development and the formation of social and metacognitive skills. The article discusses the significance of establishing an interdisciplinary dialogue within the integrative teaching of subjects in primary education, as well as the importance of the foundational knowledge acquired through mathematics and Life Skills for the subsequent acquisition of geographical knowledge at later stages of education. It is noted that concepts taught in mathematics, including plane and solid figures and mathematical calculations, provide essential background knowledge for understanding the shape and dimensions of the Earth, scale, time differences, and geographical calculations based on meridians and parallels at subsequent stages of education. Likewise, primary knowledge of the Solar System and nature acquired through the Life Skills subject serves as a foundation for students’ learning at the lower and upper secondary education levels. The article also considers a number of psychopedagogical issues related to the acquisition of geographical knowledge and presents views and considerations concerning possible ways of addressing these challenges.
Keywords: primary education, curriculum, student, integrative teaching, geographical knowledge, mathematics, native language, life skills.
