http://hdl.handle.net/123456789/162 2026-06-29T10:20:52Z http://hdl.handle.net/123456789/25489 Title: The Image of Home as a Marker of Safety/Danger in Contemporary Literature for Children and Youth. Authors: Kachak, T.; Качак, Тетяна Богданівна Abstract: This article analyses the artistic representation of the image of home as a marker of safety/danger in contemporary Ukrainian literature for children and youth. The artistic features of the image of home as a building, locus, spatial image, and an image of the sacred – connected to the spiritual and moral world, as well as the feelings and experiences of the main characters – are highlighted. Additionally, home is portrayed as a national-symbolic image, especially in works and children’s books about war and the struggle against the enemy. The meanings embedded by the authors in the images of a destroyed, looted, and abandoned home and a new home, which provides temporary shelter or should become a new home for emigrants, are examined. The verbal and visual components of books for children are interpreted with an emphasis on how the main characters perceive their home. It is noted that the image of one’s own home has several meanings: a person’s material well-being in life; a place that characterises a person’s self-identification in the world, his or her worldview; and a sense of protection from external factors of influence. For a child, home is usually associated with a carefree childhood in a loving family, their personal space filled with favourite toys, and safety. It has been proven that the concept of “home” takes on different meanings in war stories and novellas. The looted house in Volodymyr Rutkivskyi’s novella “Poterchata” symbolises the young protagonist Volodko’s lost childhood. The image of the home, in particular the basement of the building, is first a marker of safety and unity of people, and then a danger for the girl, Vira, and her family in Kateryna Yehorushkina’s story. The image of the destroyed home in Oleksandr Mykhed’s fairy tale represents the shattered universe of one family, which personifies the lives of millions of Ukrainians ruined by the war and russian aggression. Whereas, the characters, such as the Cat, the Rooster, and the Cupboard serve as images and symbols of the resilience of the Ukrainian people that the whole world saw in the photos of Borodianka near Kyiv, destroyed by russian shelling. The image of the home takes on a sacred meaning in Nadiika Herbish’s story “The Apples of War”. The characters lose their native home and seek refuge in a new one, turning a stranger’s or a new, other home into their own by creating comfort and spiritual space for their family. The image of the home is closely tied to the issue of identity since the house embodies the lost integrity of perception of the world and one’s place in it due to emigration. 2024-01-01T00:00:00Z http://hdl.handle.net/123456789/25488 Title: Формування здоров'язбережувальної компетентності молодших школярів засобами дитячої літератури Authors: Качак, Тетяна Богданівна; Дутчак, Тетяна Abstract: У статті розглянуто теоретичні засади та запропоновано експериментальну методику формування здоров'язбережувальної компетентності молодших школярів засобами дитячої літератури. На основі узагальнення праць дослідників, стверджено, що здоро'язбережувальна компетентність школярів – знання, практичні уміння і навички для ведення здорового способу життя, усвідомлене ставлення особистості до власного здоров'я та його збереження. Визначено основні її компоненти, які формуються у процесі навчанням: ціннісно-мотиваційний, когнітивний, операційно-діяльнісний, емоційно-вольовий. Проаналізовано зміст підручників з читання для учнів початкової школи, зауважено недостатню кількість творів про здоров'я. Експериментальну методику формування здоров'язбережувальної компетентності учнів засобами дитячої літератури з використанням ІТ побудовано на таких етапах роботи: підбір творів, спрямованих на формування здоров'язбережувальних цінностей; визначення ключових цінностей здоров'я, які акцентуються у творах; розробка ефективних методичних моделей та засобів їх аналізу; використання цифрових додатків та інтерактивних методів для підвищення ефективності та результативності освітнього процесу; розробка інтерактивних матеріалів, таких як плакати, інфографіка та ментальні карти, які допоможуть візуалізувати здоров'язбережувальні цінності. Визначено ефективні педагогічні умови, які сприяють вирішенню визначеної проблеми: проведення регулярних занять, спрямованих на опрацювання творів здоров'язбережувальної тематики; систематична організація виховної діяльності та залучення сім'ї до здоров'язбережувального виховання учнів; застосування інтерактивних технологій, інноваційних методів навчання та цифрових ресурсів; використання діяльнісного підходу як ключового аспекту здоров'язбережувального виховання молодших школярів. 2024-01-01T00:00:00Z http://hdl.handle.net/123456789/25487 Title: Ecological Catastrophe in the Dystopia Novels of Tanya Malyarchuk and Serhiy Oksenyk. Authors: Kachak, T.; Blyznyuk, T.; Качак, Тетяна Богданівна; Близнюк, Тетяна Олександрівна Abstract: The article examines the theme of ecological disaster as a central motif in Ukrainian prose for children and youth using the example of dystopian works by Tanya Malyarchuk (MOX NOX) and Serhiy Oksenyk (trilogy Through the Forest. By the Sky, by the Water). It analyzes how the scenarios of ecological apocalypse are artistically represented in these works, and shows the models of the heroes’ behavior. The ecological disaster in these novels appears not as the background, but as the artistic and semantic center, revealing cultural, social and ethical crises of modern times. In the novel MOX NOX, through the images of an ideal (dreamy) and destroyed natural world, the author demonstrates the contrast between harmony and the consequences of anthropocentric invasion. The heroine Teresa dreams of ecological restoration and constructive interaction between people and nature, focusing on biodiversity and the power of nature to self-regenerate. In Serhiy Oksenyk’s trilogy, the destroyed world after the ecological disaster is a territory of struggle between a consumerist approach to nature and efforts to save the remnants of life. The child heroes, in particular Lysy, act as carriers of ecological awareness, which forms a model of “ecological uprising” – a protest against destructive systems and a desire to restore the natural balance. As the analysis shows, the dystopian genre allows authors to vividly depict the consequences of ecological disasters and social crises. At the same time, due to their emotional resonance, such works form ecological thinking, a responsible attitude towards the nature, environmentally conscious and proactive behavior in young readers, and strengthen the understanding of the connection between a person’s moral choice and a state of the environment. The article uses methods of literary analysis and typological comparison, tools of the ecocritical approach, which allowed us to identify key markers of ecological disaster in dystopian novels. This is a destroyed civilization, loss of biodiversity, resource scarcity, climate change, technological ruins, and lost ecological memory. 2025-01-01T00:00:00Z http://hdl.handle.net/123456789/25486 Title: Children’s Literature: Reading and Critical Thinking. Authors: Kachak, T.; Качак, Тетяна Богданівна Abstract: The article explores the potential of contemporary Ukrainian children’s literature as a resource for the development of critical thinking in children of different ages. It provides an analysis of the genre and semantic multidimensionality of literary texts and identifies reading algorithms that foster young readers’ skills in analysis, interpretation, evaluation, and argumentation. In practical terms, selected works included in the longlist of the best children’s and young adult publications of 2025, according to the experts of the Children’s Reading Laboratory at the National Center “Minor Academy of Sciences of Ukraine” and the BaraBooka platform, are examined as representative examples of texts with high aesthetic and cognitive potential. The study considers various genres of children’s literature – picture books, poetry, fairy tales, adventure, fantasy and science fiction prose, detective stories, dystopian novels, and non-fiction – with respect to their impact on the development of cognitive, emotional, and socio-cultural competencies in young readers. The process of reading and interpreting children’s books involves the development of linguistic, textual, and cultural awareness, enabling the reader to analyze language, structure, and semantic strategies of the text, as well as to integrate their own emotional, intellectual, and value-based experiences into the process of interpretation. The potential of children’s literature to foster critical thinking is realized through a range of literary and content-related mechanisms. One such mechanism is the problematic nature of plots, which stimulates independent interpretation and supports the formation of personal positions. Another is multi-layered character representation, which enables readers to analyze characters’ motives and relate them to their own value frameworks. Dialogic text structures also contribute to this process by creating a space for co-thinking with the author. Finally, the integration of emotional and rational dimensions fosters the ability to reflexively assess one’s own emotions, thoughts, and judgments. The study demonstrates that reading and systematic engagement with multi-genre children’s literature cultivates autonomous, reflective, and critically thinking readers capable of analysis, evaluation, and forming well-reasoned positions, while also promoting empathy, socio-cultural awareness, and active participation in community life. 2025-01-01T00:00:00Z