scholarly journals Determination of Cognitive and Emotional Components of Speech of Children of Older Preschool Age

2021 ◽  
Vol 2 (1 (339)) ◽  
pp. 170-182
Author(s):  
Olena Bielova ◽  
Keyword(s):  
Theoretical Analysis ◽  
Cognitive Linguistics ◽  
Cognitive Activity ◽  
Speech Disorders ◽  
Preschool Age ◽  
Learning Activity ◽  
Word Meanings ◽  
Main Research ◽  
Speech Activity ◽  
Expression Of Emotions

The purpose of the study is to carry out a theoretical analysis of the cognitive and emotional components of speech in older preschool children. The main research methods are theoretical analysis of psychological and pedagogical literature. Analysis of research materials proved that the cognitive sphere is a multifaceted mechanism, the work of which is provided by intellectual components: sensation, perception, thinking, memory, attention, imagination and speech in particular. In cognitive linguistics, the functioning of language is considered through cognitive activity, and its processes are studied through language phenomena: awareness of speech constructions, understanding of word meanings (semantic competence),grammatically correct speech, expression of one's own opinion, improvement of speech abilities. Each speech action has an emotional accompaniment, the concept of emotions is realized through verbalized (structural-semantic, lexical) and no verbalized (facial expressions, gestures, actions) sign system. Understanding cognitive interaction with the functional speech system makes it possible to understand the more complex mechanisms of speech ontogenesis. This is especially true if there is a need to learn the language and speech of children with typical psychophysical development and speech disorders. The study of scientific statement on the issues of our study indicates the leading components of speech readiness for school, namely: cognitive (intellectual-speech) – covers the idea of semantic constructive significance of language and speech, the formation of speech components; motivational (learning motive) – understanding of social and cognitive motives of learning, their arbitrariness in the organization of behavior and during learning; activity (speech activity) – active participation in various types of speech activity, manifestation of independence, creativity, initiative, cooperation with children and teachers; emotional (verbalization of emotions and feelings) – awareness and control of their emotional state, adequate expression of emotions indifferent life situations, the ability to explain and recognize them in other people.

scholarly journals ТЕОРЕТИЧНИЙ АНАЛІЗ ТЕРМІНУ «ГОТОВНІСТЬ» ДО ШКІЛЬНОГО НАВЧАННЯ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

2020 ◽  
pp. 141-156
Author(s):  
Олена Бєлова ◽  
Keyword(s):  
Theoretical Analysis ◽  
School Readiness ◽  
Point Of View ◽  
Preschool Age ◽  
Main Research ◽  
New School ◽  
Readiness To Learn ◽  
School Preparation ◽  
Complex Structural ◽  
The Individual

The aim of the study is to carry out a theoretical analysis of the term “readiness” and to reveal the essence of related concepts: “readiness to study”, “readiness for school”, “preparation for school”, “school maturity”. The main research method is theoretical analysis of psychological and pedagogical literature. The analysis of the research materials proved that the term “readiness” has a single key position, namely – a directed action, the desire to do something. From the content of the problem of studying the concept of “readiness” arise different interpretations: from a medical point of view it is the state, tone, mobilization of all psychophysical systems; from pedagogical – positive attitude to activity, awareness of educational motive, needs; setting for a certain behavior; from the psychological – the focus on the implementation of a particular action in the presence of relevant knowledge, skills and abilities; formation of psychological properties, without which it is impossible to successfully master the activity. Also, it is determined that there is no single position on the concept of “readiness” of the child for school. There are different and common views on this issue. The concept of “readiness to learn” is considered from two positions: the influence of general qualities and patterns on the development of the individual as a whole; selection of components (functional, cognitive, emotional, motivational, personal and social) that indicate readiness for school. “Readiness for school” is determined by the degree of formation of physical, physiological and mental qualities of the child, is determined by a complex structural entity of the individual – his new qualities: his own position, the need for significance. “School preparation” is based on general and special training. Their interaction determines the components of readiness (mental, intellectual, emotional, volitional, social, personal, moral, physical) of a child of older preschool age to acquire new school knowledge, Педагогічні науки: теорія, історія, інноваційні технології, 2020, № 7 (101) 156 skills and abilities and to gain new knowledge, skills and abilities at school. The “school maturity” of a preschooler is a psychophysiological aspect of organic maturation, namely the formation of the morphological-physiological and mental system (intellectual, emotional and socio-personal). In the future it is planned to consider the psychological and pedagogical components of the readiness of older preschool children for school

scholarly journals Relationship between indicators of communication, self-esteem and interpersonal status of preschool children

2021 ◽  
Vol 2 (119) ◽  
pp. 96-103
Author(s):  
Svetlana V. Lautkina ◽  
◽  
Irina N. Selezneva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Peer Group ◽  
Self Esteem ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Group Method ◽  
Main Research ◽  
Normal Speech

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

Linguocultural work on the lessons Russian and Russian as a native language as a means to promote learners’ cognitive activity

2021 ◽  
Vol 82 (4) ◽  
pp. 21-30
Author(s):  
L. N. Verkhovykh
Keyword(s):  
Cognitive Skills ◽  
Native Language ◽  
Cognitive Activity ◽  
Cultural Work ◽  
Basic Principles ◽  
Main Research ◽  
Cultural Approach ◽  
Educational Challenges ◽  
Approach To Teaching ◽  
Descriptive Method

. The paper deals with the issues of using the linguistic cultural approach to teaching Russian and Russian as a native language to boost learners’ cognitive activity. During the study, the basic principles and types of linguistic cultural work are characterised. The paper also describes areas where linguistic cultural material can be used. Additionally, a number of specific tasks facilitating learners’ cognitive skills development are given. The descriptive method is the main research tool in conjunction with some elements of comparative analysis. It was found that the linguistic cultural approach to teaching Russian and Russian as a native language is an important component in education as it enhances learners’ cognitive activity. Moreover, it provides comprehensive solutions to teaching and educational challenges.

scholarly journals Formation of skills to create stories of different type in senior preschool children

2018 ◽  
pp. 111-119
Author(s):  
Alexander Savchin
Keyword(s):  
Preschool Children ◽  
Theoretical Analysis ◽  
School Environment ◽  
Preschool Age ◽  
Different Types ◽  
Definition Of ◽  
Main Definition

The article gives an analysis of problems of formation of skills in children of the senior preschool age to build stories of different types. On the basis of the theoretical analysis of psycho-pedagogical and special literature, based on the main definition of «building a story», a subordinate term is formulated in relation to the topic of the study: «building stories of different types» The psychological and pedagogical conditions of formation of sustainable skills of creation and expedient use of stories of different types in children of the senior preschool age are revealed and substantiated. The components, criteria, indicators and levels of formation of abilities to build a different type of narration in children of the sixth year of life are determined. The stages of formation of persistent skills for building different types of stories by senior preschoolers are singled out. The lack of effective pedagogical technologies in relation to the formation of skills in the children of the senior preschool age to build and expedient use of narration of comprehensive typing significantly reduces the effective preparation of children to school. The proposed pedagogical and motivational technology for the formation of children of the sixth year of a sustainable ability to create stories of various types provides the small person an effective communicative tool, which will definitely promote its self-realization both in school environment and in career, society, own life. The prospects for further research are outlined, such independent types of stories are presented as a story - an instruction and a story - a presentation.

scholarly journals Distinctive features of motherhood discourse in Russian media

2020 ◽  
Vol 18 (2) ◽  
pp. 220-231
Author(s):  
Anna A. Kuvychko
Keyword(s):  
Cognitive Linguistics ◽  
Cognitive Activity ◽  
Cognitive Structure ◽  
Russian Society ◽  
Media Discourse ◽  
Modern Media ◽  
Russian Media ◽  
Media Texts ◽  
Political Media ◽  
Media Discourses

This study of modern media devoted to the problems of motherhood discourse is significant and relevant due to both the axiological nature of motherhood phenomenon and socio-cultural features of the existing (present day) media space. Problems of motherhood are of enduring importance. The variety of issues concerning motherhood raised in modern media indicate the relevance and importance of all manifestations of this phenomenon for contemporary society. The purpose of the present study is to identify and reveal the features of media discourse of motherhood in socio-political media (which is a product of cognitive activity of modern Russian society) through the category of interdiscursivity. The material for this research was obtained from media texts of Internet versions of Russian socio-political media Arguments and Facts, Izvestia, Rossiyskaya Gazeta, Moskovsky Komsomolets, and Kommersant, published from 2001 to 2019. The research methodology includes content analysis of online publications, classification and systematization of the research material: media texts, media text studies and description of media discourse on motherhood in the form of a cognitive structure (concept sphere). The present study is the first attempt to interpret maternal media discourse through the category of interdiscursiveness, a fusion of various discourses. The author presents media discourse on motherhood in contemporary Russian socio-political media as a combination of institutional media discourses (political, economic, legal, medical, and religious), each manifesting its own aims and using own linguistic means of presenting information. This approach to describing media discourse emphasizes the interdisciplinary nature of the study and indicates the relevance of its results for various fields of scientific knowledge, primarily journalism and cognitive linguistics.

scholarly journals Сase-technologies in practice-oriented training of future teachers of preschool and primary general education

2021 ◽  
Vol 113 ◽  
pp. 00036
Author(s):  
N.A. Gushchina ◽  
V.N. Zinovieva ◽  
I.V. Mikityuk
Keyword(s):  
Higher Education ◽  
General Education ◽  
Primary Schools ◽  
Cognitive Activity ◽  
Preschool Age ◽  
School Age ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Case Technologies ◽  
Primary School Age

The article deals with the problem of convergence of fundamental pedagogical education in higher education and real pedagogical practice in preschool organizations and primary schools for the formation of children’s cognitive activity. The article presents the experience of testing pedagogical conditions for the use of case technologies in preparing future teachers for the process of forming prerequisites for cognitive activity in preschool age and cognitive universal educational actions in primary school age.

PROPER NAME IN SYNCHRONISTIC COINCIDENCES

2021 ◽  
pp. 75-87
Author(s):  
G.I. Berestnev ◽  
Keyword(s):  
Cognitive Linguistics ◽  
Deep Structure ◽  
Proper Names ◽  
Physical Reality ◽  
Point Of View ◽  
Human Cognition ◽  
Main Research ◽  
Personal Names ◽  
Proper Nouns ◽  
Cognitive Attitudes

The article launches a new approach to studying coincident proper names in different cultural conditions - names viewed in a synchronistic perspective, in the Jungian sense. The paper purports to answer a number of questions adding to the theory of language, depth psychology and cognitive science. The main research methods, such as cognitive analysis and reconstruction, allow recovering data on deep cognitive attitudes of a person and possible connections of his/her mental sphere with physical reality. In this regard, the functional and cognitive nature of proper names is analyzed. It is determined by a number of characteristics that form the basis for further research. The paper further elaborates on the conditions and models of synchronistic coincidences of proper nouns (mostly personal names). The identified conditions and models are as follows: a) thematic seriality of personal names; b) their cross-matching; c) their systemic parallel matching; d) their complete coincidence in space and time; e) their promising coincidences in fortune telling; f) coincidence of ideal and real personal names; g) coincidences of personal names “framing” certain historical epochs; h) coincidences of proper names, removing the referential certainty of the named subjects. The data presented in the article made it possible to make some generalizations and to outline research prospects in this area. First of all, researching proper names from the point of view of synchronistic coincidences allows us to have an insight into human cognition and shed light on its deep structure. In addition, such studies have interdisciplinary significance bringing cognitive linguistics and the fundamental sciences closer together. Finally, the analysis of synchronistic coincidences of proper names allows us to reconstruct some deep cognitive attitudes in the human psyche, demonstrating the unity of mental and physical realities. Even more promising in this regard is the unification of cognitive linguistics with other advanced scientific disciplines engaged in this issue.

ІНТЕРАКТИВНЕ НАВЧАННЯ ЯК ЗАСІБ АКТИВІЗАЦІЇ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ

2012 ◽  
Vol 33 ◽  
Author(s):  
С. О. Мелікова
Keyword(s):  
Key Words ◽  
Interactive Learning ◽  
Cognitive Activity ◽  
Learning Activity

Статтю присвячено проблемі активізації навчальної діяльності студентів вищих педагогічних закладів. Автор розглядає інтерактивне навчання як засіб формування пізнавальної активності.Ключові слова: інтерактивне навчання, активізація, засіб, пізнавальна активність.  The article is devoted to the activation problem of students’ learning activity in the High Pedagogical School. The author considers interactive learning as means of cognitive activity forming.  Key words: interactive learning, activation, means, cognitive activity.

scholarly journals Phenomenon of self-consciousness and its development during infancy and childhood

2020 ◽  
Vol 164 ◽  
pp. 12017
Author(s):  
Maria Kondratiuk
Keyword(s):  
Preschool Age ◽  
Special Role ◽  
Self Awareness ◽  
Main Research ◽  
Consciousness Development ◽  
Infancy And Childhood ◽  
Analysis And Synthesis ◽  
External Conditions ◽  
Key Aspects

The purpose of this work is determining the features of self-consciousness development in infancy and childhood. The main research methods are analysis and synthesis. The role of self-awareness and personality is evaluated. The importance of self-awareness in ontogenetic development is shown. The work shows that the development of self-consciousness begins with infancy, when the first prerequisites for its development arise, and the first formed elements of self-consciousness are manifested in preschool childhood. The dynamics of the development of self-consciousness during infancy and childhood. is shown. Considers the key aspects of its development during infancy, early childhood and preschool age. The special role of the environment and communication for the formation of self-awareness is studied. The development of elements of self-awareness in preschool age is characterized. The essential internal and external conditions for development of self-consciousness within these age periods were analyzed.

Sign in / Sign up

Export Citation Format

Share Document