Influence of Lateral Dominance of Sight on the Quality of the Natural Locomotion Performance at the Senior Preschool Age

The article highlights the results of the research on information and communication technologies potential possibilities for preschool education quality improvement. During conceptual-diagnostical, organization-preparational, formational and test-generalizing stages of pedagogical experiment in educational establishments there were created necessary material-technical conditions for effective use of ICT in different spheres of preschool education. The research of pedagogical software required for qualified preschool education and other digital educational resources was carried out. It was provided teachers training to use ICT in organization of preschool education and in personal professional development, as well as created methodological support for the implementation of ICT in sphere of preschool education. It has been proved that the quality of preschool education characterizes both the educational process and its results, reflects the level of achieving the aim and tasks of education, upbringing and development of preschool age children and also the level of fulfillment of teachers’, children’s and their parents’ expectations from the use of ICT in the educational process at preschool educational establishments. This article ascertains a significant potential of ICT in the development of preschool teachers IC-competency, organization of education, upbringing and development of children of the upper preschool age, testifies to the importance of cooperation with parents of preschoolers. It presents the experience of using ICT as a didactic tool, which contributed to a more effective realization of the tasks of the main lines of education, which are defined as a basic component of preschool education: “Child’s personality”, “Child in the society”, “Child in the environment”, “Child in the world of culture”, “Child’s game”, “Child in sensory-cognitive space” and “Child’s speech”. The article reveals the significant potential of the use of information and communication technologies for raising the parental awareness about the quality of educational services in the preschool educational institution, as well as for establishing a partnership between the teaching staff and the parent community on all issues of preschool education.

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Traditional and innovative trends in math education in preschoolers in Russia: Do they fit to educational criteria?

Moscow University Psychology Bulletin ◽

10.11621/vsp.2020.03.08 ◽

2020 ◽

pp. 166-193

Author(s):

Margarita S. Aslanova ◽

Daria A. Bukhalenkova ◽

Alaksander N. Veraksa ◽

Margarita N. Gavrilova ◽

Liudmila N. Liutsko ◽

...

Keyword(s):

Primary School ◽

School Curriculum ◽

Preschool Age ◽

Mathematical Education ◽

Design Elements ◽

Joint Activities ◽

Primary School Curriculum ◽

Educational Applications ◽

Google Play

Relevance. There is growing interest in the market for educational applications in Russia. A significant number of these are aimed at preschoolers. Although much is known about the key features of preschoolers learning ( due to the cultural-historical approach as well ), there is still little research analyzing whether these features are taken into account in the design and methodology of mobile applications available on the market. Objective. To analyze math apps for preschoolers from the standpoint of cultural-historical theory. Design. We went to Google Play and AppStore with the query “mathematics for preschoolers” and selected four apps that are most popular among users and recommended by experts. We analyzed them according to the following criteria: (1) adult engagement, (2) quality of the child’s interactions with the application content, (3) types of content, (4) forms of material presentation and the correspondence of the method of number concept formation to the preschool age specifics, (5) the quality of mathematical content, that ensures the principle of continuity with the primary school curriculum. Results. None of the apps was based on developmental learning methodology, and none used opportunities for involving an adult in a dialogue and joint activities with a child. Not all the apps considered the characteristics of the age group in their design of content and the child’s interactions with the app. Only one of the apps provides continuity with the primary school curriculum. Conclusions. Scientific knowledge and practical achievements in the field of mathematical education for preschoolers are not always reflected even in the most popular programs. Our analysis allows to draw the attention of parents, teachers, and developers to important design elements that could make an app really educational for preschool children.

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Dramatic Play In Relation To Self- Regulation In Preschool Age

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v12i4.10323 ◽

2019 ◽

Vol 12 (4) ◽

pp. 103-112 ◽

Cited By ~ 1

Author(s):

Sama Khomais ◽

Naseima Al-Khalidi ◽

Duha Alotaibi

Keyword(s):

Significant Positive Correlation ◽

Pearson Correlation ◽

Self Regulation ◽

Arabic Language ◽

Cross Cultural ◽

Preschool Age ◽

Pearson Correlation Coefficient ◽

Dramatic Play ◽

The Relationship

This study aims to investigate the relationship between dramatic play and self-regulation in preschool age. The descriptive correlational methodology is utilized using three tools: dramatic play questionnaire, self-regulation scale (Head, Toes, Knees, and Shoulders), and children’s interviews. The sample of the study consists of 60 children aged 4-6 years. Quantitative analysis is done using the Pearson Correlation Coefficient, factor analysis, and multiple regression analysis. The interviews with children are qualitatively analyzed calculating frequency, and percentage of coded data. The findings reveal a significant positive correlation between dramatic play and self-regulation. Besides, it is found that self-regulation could be predicted through the dimension of interactions with others during dramatic play. The study also proves a defect in the quality of dramatic play in terms of social interaction, symbolism, and themes and roles practiced by children. In the light of these results, the researchers suggest that mothers and teachers’ awareness of the importance of quality dramatic play should be enhanced, to enable them to allow and plan for quality play. Also, allowing flexibility in preschool programs could support teachers’ efforts in enhancing play engagement and development. Finally, this study has facilitated further research in the Arabian region, since it highlighted a valid, cross-cultural tool for measuring self-regulation in the Arabic language.

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FORMATION OF PRESCHOOLERS’ CREATIVITY BY MEANS OF MODERN GAME AND ART MATERIALS WITH MAGIC-EFFECT

Pedagogical Sciences ◽

10.33989/2524-2474.2021.78.249778 ◽

2021 ◽

pp. 5-10

Author(s):

O. HNIZDILOVA

Keyword(s):

Information Society ◽

Preschool Education ◽

Basic Component ◽

Preschool Age ◽

Educational Institutions ◽

First Year ◽

Creative Potential ◽

Modern Information ◽

Pedagogical Research

The issue of preschool children’s creativity formation by means of game and art materials with magic-effect isconsidered in the paper.It has been found that, in the current conditions of globalization, the child starting from their first year is surrounded by an environment filled with various processes, problems, changes, and transformations. It highlights the need and importance of creativity formation starting from preschool age. The modern information society places high demands on the competence of the younger generation and actively influences its formation. The paper provides a brief analysis of the regulatory framework on this issue. It has been found that the Law of Ukraine on Preschool Education (2021), the Basic Component of Preschool Education (2021), complex and partial programs proclaim creativity formation as a key quality of personality starting from preschool childhood. It has been found that a number of Ukrainian scientists dedicate their scientific and pedagogical research to the essence of the categories ‘creativity,’ ‘older preschool children’s creativity.’The article identifies and characterizes the creative potential of the modern game and art material with magiceffect (light boards, markers, and luminous paints). Educators of preschool educational institutions are offered to use game methods and techniques with preschool children.

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Development of Cognitive Activity of Preschool Children: to the Problem Statement

Scholarly Notes of Transbaikal State University ◽

10.21209/2658-7114-2021-16-2-6-13 ◽

2021 ◽

Vol 16 (2) ◽

pp. 6-13

Author(s):

Akulova Olga V. ◽

Keyword(s):

Preschool Children ◽

Cognitive Activity ◽

Preschool Age ◽

Activity Levels ◽

Problem Statement ◽

Educational Support ◽

Definition Of ◽

Search For Information ◽

Children's Activities

The article deals with the interpretation of the “cognitive activity” concept. Based on the analysis of classical and modern studies, the author formulates the author’s definition of “cognitive activity of preschool children” as a motivational basis for children’s activities and research behavior; the quality of personality that affects the formation of initiative and independence in various types of activities; the condition for obtaining a higher result of activity and increasing the significance of the process of cognition for the child. The place of cognitive activity in the structure of children’s activities is shown. The system of cognitive activity of a preschooler is represented by two subsystems: the search for information and the use of experience in activities. The idea of the need to integrate the content of the knowledge areas for the initiation of cognitive activity of preschoolers is proved. Two types of cognitive activity of 3–7 years aged children are revealed: independent and initiated by an adult. The levels of preschool children`s cognitive activity are characterized: reproducing, heuristic, creative. The article substantiates the potential of three types variable educational routes technology using (“help”, “support”, “development assistance”) for building targeted support for the cognitive activity of preschool children. Keywords: cognitive activity, levels of cognitive activity, cognitive development, children of preschool age, preschool children activities, educational support, variable educational route

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