Integration as a Means of Implementing a Synergetic Approach in Primary School

У статті розкрито сутність та особливості синергетичного підходу, розглянуто семантику інтеграції в освітніх системах, зосереджено увагу на еволюції наукових поглядів із питань інтеграції в освіті. На основі теоретичного аналізу нормативних документів, наукових досліджень у галузі філософії, педагогіки, психології обґрунтовано концепт інтеграції в освіті. Методи синтезу, абстрагування, узагальнення сприяли визначення ключових понять, порівняння й узагальнення різних поглядів на досліджувану проблему, розгляду інтеграції як засобу реалізації синергетичного підходу вчителем у школі І ступеня. Подальші наукові розвідки передбачають дослідження інших засобів реалізації синергетичного підходу в системі початкової освіти.On the basis of theoretical analysis of normative documents, scientific research in the field of philosophy, pedagogy, psychology, the article substantiates the concept of synergetic in education; specifies the features of synergetic approach in pedagogy, its possibilities in pedagogical practice; considers the peculiarities of functioning of the primary school educational system from the perspective of synergetics methodology, clarifies the semantics of integration in primary education. Methods of synthesis, abstraction, generalization contributed to the defining of key concepts, comparison and generalization of different views on the problem under study, identification of components of the educational process that can serve as a basis for integration. It is determined that integration is considered as a state of uniting individual parts into a single whole, the process of combining differentiated elements into a single system, an intergroup process aimed at uniting the team and forming mutual responsibility for group decisions, formation of united values, the result of uniting the whole systems or restoration of their unity, a factor in the development of a personality, a means (method) of forming a holistic picture of the world. There are distinguished such components of the educational process, which can serve as a basis for their integration in educational systems: content of education from different educational branches; theory and practice in the educational process; training, bringing-up and work; different forms and methods of teaching; educational and natural environment; different educational systems; the process of self-knowledge and knowledge of the world; activities of different social groups; value system. The article deals with thematic and activity approaches to integration in primary school. The author proposes such forms of integration in which these approaches are implemented: integrated lessons, binary lessons, cross-curricular lessons, integrated courses, thematic days and weeks, educational projects. The attention is paid to integration as a means of teacher’s realization of synergetic approach in primary school. The relationship between the synergetic paradigm and integration processes in education has been established. Further studies are distinguished, which foresee the research of other means of realization of synergetic approach in the system of elementary education