Keyword: «cartoons»

The article presents the results of a study of the works of Hayao Miyazaki. The author analyzes the main moments of the director's life. Various works are considered, followed by consideration of their plot. In conclusion, the author summarizes the data and makes his assessment of the influence of adult stories on teenage and adult audiences.

The article examines theoretical aspects of the problem of forming socio-cultural competence while teaching junior schoolchildren foreign languages, analyzes various definitions of socio-cultural competence and its components, and describes the advantages and principles of using authentic materials in teaching intercultural communication. Particular attention is paid to the discussion of the expediency of introducing authentic video materials through W. Disney cartoons, thanks to which students will develop socio-cultural competence. The author highlights the psychophysiological features of children’s development at an early school age, and also describes the requirements for choosing a cartoon and the conditions for organizing the lesson based on it, offers electronic educational resources.

The article analyzes the influence of cartoons on children's emotional regulation based on V.V. Lebedinsky's four-level model. It shows that classic Soviet cartoons («Well, Just You Wait,» «Raccoon,» and «Gray Neck») promote emotional stability through a safe sensory environment, predictable plots, constructive fear management, and clear moral guidelines. In contrast, some modern animated series (such as «Well, Just You Wait! Vacation» and «Masha and the Bear») can lead to dysregulation due to sensory overload, the disruption of stereotypes, and a lack of ethical norms. As a positive modern example, «Smeshariki» is cited, which combines educational content with harmonious emotional regulation. The cartoon is considered an important factor in a child's mental development.