189
Mental Enlightenment Scientific-methodological Journal
June, 2022, № 4
VISUAL TECHNOLOGIES BASED ON THE PRINCIPLES OF
DEMONSTRATION IS THE FOUNDATION FOR PRE-SCHOOLERS’
EDUCATION
Kubaeva Mavluda Bakhtiyor qizi
Teacher of Preschool Education Department
Navoi State Pedagogical Institute Uzbekistan
Abstract
. The article outlines the information about various visual
technologies based on the principles of demonstration and their impact on the
representational thought of pre-school learners. It also discusses the significance of
the development of education of pre-school learners. Visual-imaginative thinking
emerges in the child when solving new demands and practical tasks. In this
process, the child tries to know the truth and searches different options.
Keywords:
visual technology, visualization(imaging), the principle of
demonstration, visualization of educational materials, visual-representational
thought of pre-school learners, visual learners.
INTRODUCTION
Visual technology
is the engineering discipline dealing with visual
representation of the audio, video, textual, graphical and animational effects used
for conveying necessary information and teaching materials to learners.
The word “visualization” is derived from Latin word visualis “of sight” and
means “perceptible by sight” or “expository”.
Visuality
is the general term used for the methods of seeing, observing, and
analyzing digital information or a physical phenomenon. [11]
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LITERATURE REVIEW
A.A.Verbitsky, the Russian educational psychologist, presented the
following remarks on visuality: “Visuality is decreasing ofthinking process in the
visual representation, and it is when the perceived image (representation) serves as
a tool for broad thinking and various practical actions.” [3] This definition allows
us to distinguish between the concepts of “visual”, “visual aids” and
“demonstrative”, “demonstration aids.”
The concept of “demonstrative” as a pedagogical concept is based not on the
inner plans of a person, but on the presentation of specific outside objects,
processes, events etc.that are mainly based on displayingacompleted image. It
helps to reveal the image of thoughts, that is it demonstrates the development of
the mental image in the production of inner image letting to come outwards.This
projection is built on the process of interaction of the subject and objects of the
material world, which is based on the mechanisms of thinking and is reflected in
various forms of education. [3]
So, A.A. Verbitsky was the creator of theconcepts of “demonstration” and
“visualization” in pedagogy. The main difference between demonstration and
visuality (visualization) is that the
demonstration aid
is an object that represents a
particular image, and the
visual aid
is an outcome(a final product) of a human
mental activity which leads to some final result.
T.T.Sidelnikovadefines the term visualization as “a pedagogical method
based on the principle of demonstration, in which schemes and images represent
content, process, function, structure and stages of any phenomenon on the base of
various symbols.” [10]
According to A.P.Malkina, this process gives an opportunity to “increase the
internal activityof the receiver, his/her semantic perception of visual aids such as
drawings, diagrams, tables, pictures, photographs, etc. and data processing.” [7]
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In his research, D.R.Boboeva claims thatvisualization helps children learn,
remember, and memorize things easily and effectively that directly affect their
senses, especially their vision. [2] The proverb “It is better to see once than to hear
a thousand times” is a valid evidence for that.
In her research, D.R.Boboeva notes that children are more likely to
remember what they see (pictures, slides, educator's actions, or stories with a series
of illustrations) than they hear. [2]
RESEARCH METHODOLOGY
It is necessary to point out that the systematic organization of children's
education at pre-schooling stage is very important. Visual-imaginative thinking
serves as a foundation for the education and upbringing of pre-school learners.
Visual-imaginative thinking emerges in the child when solving new
demands and practical tasks. In this process, the child tries to know the truth and
searches different options.
Visual-imaginative thinking is the process of having various images in the
human mind while dealing with problems. [8]
One of the effective ways of active learning is a method of visualization of
educational materials, which has an extensive educational value and meets the
modern teaching requirements. Visualization is reliedupon the principle of
demonstration.
The principle of demonstration is one of the leading principles in pedagogy.
It is one of the principles that is known and understood by all, and has been utilized
since ancient times. The principle of demonstration is predicated on the following
regulations:
First, the information obtained through seeing and hearing has different
effectson the brain and stores differently. That is, eyes receive five times more
information than we hear it with our ears, and consequently, the level of its storage
in the brain is also higher;
Second, the information received by the eyes does not need to be processed.
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Pedagogical practice has developed a number of guidelines for the implementation
of this principle:
1. What learners see in the process of learning is assimilated several times faster
than what they hear, and this information is stored in their minds longer.
2. Children always think through shapes, colors, feelings, and sounds.
3. Children are able to think on the base of imagination, seeing, remembering, and
hearing.
4. Demonstration shouldn’t be a primary goal. It should serve not as a goal, butas a
means to an end.
5. In the process of teaching and turning it into children’s skill, we should
understand that all concepts and abstract notions can be perceived by them only
through various facts, evidences, examples, symbols and images.
6. Visual aids shouldn’t be used only for demonstration the things, but also to form
different case studies.
7. Visual aids serve not only for the provision of information, but they also help to
create a clear imagination of what is being studied.
8. To demonstrate visual aids according to their appropriate order will lead to
positive results.
9. During the demonstration of visual aids, first, we should present them as a whole
picture, then, we have to deal with its parts and again we should come back to the
whole representation.
10. It is good to use a variety of visual aids, but their quantity should not be
excessive because they can easily distractchildren’s minds.
11. During the demonstration of visual aids we should take an effective use of
children’s previously acquired emotional state.
12. It shouldn’t be forgotten that the best visual aid is the aid prepared by children
themselves, therefore, if possible prepare the visual aids together with children.
13. Never show children something you don’t know well.
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14. Before using new technical facilities such as television, videos, computers etc.,
pedagogues must master them first.
15. When using visual aids educators should master their learners in developing
their concentration, thinking culture, constructive thinking and interest in reading.
16. Pedagogues should use visual aids to able their learners to combine theoretical
knowledge with their life.
17. When using the cabinet system, the possibility of using the demonstration
method expands, for that reason, the order of demonstrating visual aids should be
thoroughly planned beforehand.
18. Educators should take the age characteristics of learners when using various
visual aids.
19. Visual aids are very powerfully influencing tools as they strongly attract
learners’ minds. They also might distract them from the main objective of a lesson.
20. The excessive usage of the visuals can also hinder the development of learners’
abstract thinking. [5]
Many ideas have been put forward by pedagogical scholars on the use of the
principles of demonstration of visuals in the system of education and upbringing of
various learners. According to the philosophy of the great scholar Abu Nasr al-
Farabi, disciples(learners) are divided into three categories: the first group of
learners can study the materials independently; the second category of learners
should be forced to learn the things; the third group of learners has the opportunity
to master the learning materials under the guidance of their instructors. [1] The use
of the principles of demonstration of visual aids in the process of pre-school
education will help learners to accelerate their learning practice and easily master
the teaching materials. The effective use of demonstration methods and tools at the
right time will always lead to positive results.
The outstanding Czech pedagogue Jan Amos Comenius, the founder of
pedagogical science, spoke about the importance of demonstration of visuals and
its impact on the educational process and learners’ visual-imaginative thinking in
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his famous work “The Great Didactics”. He presents the following ideas in his
work: “Human emotions can be affected, and everything that is visible, audible,
fragrant, and tasteful can be felt through the senses. If an object is surrounded by
several emotions at a time, our emotions can perceive them all at once.”[6]
The active use of various tables, diagrams and charts helps to quickly
remember and understand the material being studied. Taking into consideration the
modern technical opportunities, we can notice that the demonstration of visual
information in the learning process will obtain new features.
In a broad sense visualization can be defined as the process of presenting
information in the form of an image to maximize the ease of comprehension for
learners. The technology of visualization of educational materials is based on the
importance of a person’s visual perception and the leading role of figurative
cognition in the process of awareness; it also serves to increase the ever-needed
readiness of a person and his/her consciousness to the conditions of the visualized
world.
The technology of visualization of educational materials functions as a
current pedagogical technology and is widely implemented by a number of
pedagogues in modern educational institutions. The visualization of educational
materials is a system that includes the following aspects:
a set of educational knowledge;
visual methods of their demonstration;
visual and technical means of information transmission;
a set of psychological methods of applying and developing visual thinking in the
processof learning.
The technology of visualization of educational materials is based on the
rules of importance of visual perception in the process of knowing the world, the
leading role of the image in the process of human perception and understanding
and the need to prepare a person’s visual perception.
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On the basis of educational visual technologies it is possible to simplify the
content of education, modernize the learning process, creatively activate the
learners, and in that way update and accelerate the forms of education for pre-
school learners. The functions of accelerating the education of preschoolers on the
basis of educational visual technologies are usually reflected in the following:
the presentation of the content of teaching materials;
ensuring psychophysiological and psychological convenience of learning;
the provision of secretive diagnostics of teaching effectiveness.
There are a number of advantages of the implementation of visual
technologies in teaching preschoolers:
The visual technologies benefit learners to properly organize and analyze the
information; they help them to acquirevarious schemes, diagrams, charts, cognitive
maps etc. that contribute to the assimilation of large amounts of information. These
technologies alsohelp to facilitate learners’ memory and observe the connections
between blocks of information;
Visual technologies allow learners to connect the received information to the
complete image of the certain event or object;
Visual technologies help learners to quickly acquire the large amounts of
information;
Visual technologies permitlearners to review and reconstruct various processes
and events;
Visual technologies make the educational materials more interesting and
memorable.
The systemic mental activity of a person is characterized by various signs
such as verbal, symbolic and graphic. Different types of models used to express
knowledge in a compact form correspond to a person’s ability to think with the
help of images. Studying the text, assimilating and thinking are considered the
processes of schematization the information and the organization of the materialin
the mind. If necessary, a person can restore the whole text and expand it.
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The principles of visualization of educational materials include the
following:
Learning materialscompacted in a particular system are better acquired by
learners;
Separation of strongersemantic points of the learning materials help learners to
memorize them effectively;
Short and compact materials benefitlearners to study the oral informationmore
profoundly and to answer various questions related to the learning materials;
They help to develop learners’ imagination and fantasy;
They determine the nature of individual perceptions and processing of
educational information;
They activate learners’ cognitive interests;
They help learners to focus on important things and shift their focus to other
objects;
They stimulate certain associations;
They help to develop the ability to analyze and compare;
They support learners in increasing their attention and observation;
They form learners’ ability to draw logical conclusions;
They develop critical thinking;
They help to integrate new knowledge;
They help to control over the completeness and assimilation of information
provided by the educators;
The obtained information is linked to a complete description of a particular
object or event.
The principle of visualization emerges from certain psychological laws.
According to the principle, assimilation efficiency increases when visualization
performs not only a visual but also a cognitive function in the process of learning,
i.e. using cognitive graphic learning elements. At the same time, the foundations
such drawings, diagrams, models etc. that present a compact content contribute to
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the structure of knowledge because it is all the time difficult to remember a large
amount of materials for learners.
In early ages, only visually effective and visually-imaginative forms of
thinking are widely appliedand that ensure the understanding and assimilation of
specially selected and age-appropriate information.
L.S. Vygotsky, a well-known Soviet psychologist, found that a preschool
child can have an imagination about the creation of things and the universe as well
as the connections and relationships between them. [4] According to L.S.
Vygotskyat this stage of life a child can draw certain conclusions not only about
individual things, but also about how they can relate to each other. This principle is
widely applied in the educational process (until the beginning and end of the
academic year) through the use of a systematic program.
According to N.N.Poddyakov, visual-imaginative thinking develops rapidly
in the process of solvingnumerous problems at preschool age. There are several
ways of representing the being through imagination: the complexity of the
depiction of existing things, the enrichment of properties due to the practical
activities or by other means; the emergence of the ability to communicate with
other objects through imagination in the process of knowing objects. [9]
Children who perceive the world through visualization better understand and
remember what they see. They can look at pictures for hours, and in their speech
they can quite often use the phrases such as “I saw, I looked at, I glanced at, Ipaid
attention to” etc.The child not only remembers the plot of the film, but also
describes in detail the costumes and clothes of the personages as well ascourse of
events. For that reason the color background is so important for their perception.
Through visualization, the child learns to distinguish different shapes, sizes, colors
of objects and can easily repeat previously seen actions or movements.
A traditional education and upbringing system based on the principles of
visualization and description is very suitable for preschool learners as, in fact,
everyone perceives 85% of the world visually.
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It is well-known that in recent years we have witnessed young children
watching various cartoons, videos etc. on their mobile phones. It is praiseworthy
that some children of Uzbek families are learning another language, for example
Russian, through videos and audio materials.
In preschools, visual learners are usually very diligent and attentive, they try
to absorb any information they receive in the classroom very well. As it was
mentioned above, 85% of people have a high level of visual perception and
children with this psychotype can learn any rules or poems very easily if they are
presented them in the form of diagrams, pictures and illustrations. The
demonstration of various cartoons and the creation of different posters, diagrams,
collages and other visual aids for the lessons will significantly facilitate children's
mastery, comprehension and learning.
Among preschoolers, the number of visual learners is more dominant than
others. These learners differ from others in the following ways:
1. Children of this category always use verbs that mean “see” when they talk about
something.
2. Visual learners are very hardworking; therefore, it is difficult to distract them
and force to switch to something else. They can spend hours on the activities they
like.
3. When communicating with visual learners, one can notice that they always look
directly at the face of a person or up. Also, even if such children sit in an unnatural
position during the lessons, it does not mean that they sitwithout listening to the
instructor; on the contrary, it means that such learners have intensive mental work
at that time.
4. Visuallearners often prefer silence becausepeaceful atmosphere createsa comfort
zone for them and their work.
5. If visual learnerscannot see, they also stop hearing. They prefer to observe the
things from a distance to get the full information about something, and the longer
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the distance, the better for the learners. Such learners do not try to keep themselves
away from theirteachers, but they try to figure everything out as well as possible.
6. Visual learners find it very difficult to get information from theirmobile phones.
Such children prefer face-to-face communication over technical devices and
gadgets.
7. Often, such children pay great attention to their appearance and the way of
clothing. [12]
CONCLUSION
On the basis of research and observations of psychologists, we can surely
say that visualization plays a significant role in the demonstrationof the mental
abilities of preschool learners because with the help of a number of visual
technologies we can provide them with the systematic transfer of knowledge, form
their perceptions of existence and being, and also develop their active learning.
REFERENCES:
[1]. Abu Nasr Al-Farabi. The Doctrine of the Virtuous City. T .: National
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