Video Projects as a Means of Developing Primary School Students’ Readiness for Professional Self-Determination

This article focuses on presenting the results of an experimental study on the development of primary school students' readiness for professional self-determination through video projects. At primary school age, children become familiar with the world of professions and learn about the social significance of labor. Some studies conclude that project activities in primary school are important for professional self-determination. However, the use of video projects is not covered. Therefore, we chose the use of video projects for this purpose. The study sample consisted of pupils 8–9-years old (N = 72). At the initial and final stages of the study, we assessed primary school students’ readiness for professional self-determination based on a three-component model: cognitive, activity-based, and motivational. The following methods were used to evaluate each component: the questionnaire “Do You Know Professions?” (cognitive component), the teacher observation sheet by D.V. Traut, N.A. Serova, and M.V. Astakhova (activity-based component), and the “Three Wishes” method (motivational component). The formative stage of the study focused on developing and testing an extracurricular program that involved using video projects over the course of one academic year. The children not only learned to create and edit their own video projects but also studied different professions in advance, learned about their parents’ occupations, practiced teamwork, and created scripts for presentations. Statistically significant changes (p ≤ 0.01) in the experimental group were observed in the cognitive and motivational components of readiness for professional self-determination. This suggests that the developmental work was more effective for the cognitive and motivational components.

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