The article discusses the role of the cognitive interest of primary school students as an influential factor that ensures the successful course of educational activities. The article presents the results of an experimental study that revealed a wide range of manifestations of cognitive interests of pupils in grades 2–4 and their influence on learning activity and quality of knowledge. The author describes a diagnostic methodology for studying the breadth, depth, effectiveness, and stability of cognitive interests. The article provides recommendations on the use of integrated and active teaching methods, ensuring continuity between primary and secondary schools, and taking into account the interests of students in planning educational activities. The list of didactic principles, the observance of which ensures the sustainable development of cognitive interests as a driving force of educational activity, is determined. The conclusions show the need for systematic and purposeful formation of cognitive interests in the educational process of primary school.

The intention of the paper is to map the influence of the Goral dialect on pupils’ orthography at Cirkevná základná škola sv apoštola Pavla (St Paul the Apostle Primary Church School) in Sihelné and by means of a system of orthographic exercises indicate the direction of improving the orthographic quality of primary school pupils.

The study, which was conducted on school teachers from all over Slovenia, examines the arts and culture status of primary school teachers, teachers’ views about primary school education in terms of the inclusion of arts and culture topics and their opinion about the implementation of the aims of arts and cultural education in the planned and operational curricula. Results show that primary school teachers do not consider spiritual, cultural and aesthetic values as very important. The teachers think that pupils are most attentive to intermedia culture and that in primary school education more attention should be paid to reading culture, the performing arts and cultural heritage. They often achieve most of the arts and cultural education aims in their work. However, they pay less attention to aims such as investigating and expressing the cultures of other nations and developing cultural identity awareness.

The goal of the research is “studying effective factors of classroom control and management in primary schools”. Classroom control and management has become, in recent years, more frustrating and difficult for teachers of all grade levels as the social problems of the outside world have found their way into the schools. This study surveyed primary teachers from two Ghaemshahr schools in the Mazandaran province in the north of Iran to identify types of classroom control and management currently being used. The findings indicated that in their management philosophy, about half of the teachers emphasized classroom structure and routines and allowing student input to rule-making. Almost 34% focused on material selection, conflict resolution, role playing, and teacher-student discussion. About 30 percent emphasized clear expectations, consistent rules, assertive teacher management, and tangible rewards and punishments. Most teachers asserted that discipline should be balanced evenly between prevention and correction of behavior problems. In summary, commonly used classroom management techniques reflected increased student input and a more positive approach to discipline. However, the teachers still relied mostly on behavioristic management strategies with discipline as the core of classroom management.

present a theoretical and empirical perspective of life perception in the context of young people from two types of schools: primary school (13–15 years old pupils) and high school (16–18 years old students). Theoretical framework based on two theories: cognitive-experiential self-theory of personality by S. Epstein (1985, 1991, 1994, 2003) and Urie Brofenbrenner’s ecological theory (1979) and Polish condition for development in local environment described by many authors (Bańka, 2002; Mendel, 2005; Pilch, Lepalczyk, 1995, Theiss, 2001 and others). I was looking for dependencies between the image of life and interpersonal relations, dependencies between interpersonal relations and the sense of effectiveness and the differentiation of living conditions depending on the size of the place of residence (big city/medium sized cities/small town and rural environment). The image of life was analysed as beliefs about the ability to control events in it and personal effectiveness vs helplessness is a phenomenon mostly determined by learning experiences (reactions of the environment to the individual’s actions), although in part they are developmental in nature, being related to cognitive, emotional and social development. The results of the research, provided by diagnostic survey method, show that in adolescents aged 13–15, the image of life correlates significantly (p˂0,05) and positively (r˃0) with total interpersonal relationships and all its subscales (prosociality, non-aggressiveness, self towards others, support, no threat, others against me). In adolescents aged 16–18, I note significant correlations only in a few parameters – prosociality, self towards others, support and together with the category of interpersonal relations. I did not notice any statistically significant differentiation of living conditions depending on the size of the place of residence among young people aged 13–15 (all of them p>0,05). For the oldest group – among adolescents aged 16–18 – I find lower levels of self-efficiency in students in large cities. It is significantly lower than among adolescents from medium-sized cities and significantly lower than among adolescents from small towns and rural areas among adolescents aged 16–18. It confirmed that social ties, relationships in medium size cities, small towns and rural environments are more close and significant, and offer more opportunities for supporting personal development than big cities for adolescents at their 16–18 years of age.

Polish and foreign educational research on emotions is constantly developing. Scientific research conducted in schools and public libraries has not yet focused on the emotions felt by children in libraries. The article aims to reflect on the library as an educational space with its own emotional climate and to analyse the results of the pilot study and the primary version of the School Library Emotional Climate Questionnaire tool used in it. The study was conducted in a public primary school in Poland between April 2023 and June 2023 and 57 respondents took part. The study’s conclusions emphasise the importance of research on the emotional climate of libraries in developing solutions to improve the quality of functioning of this educational space.