scholarly journals SOME ASPECTS OF SOCIAL AND PEDAGOGICAL SUPPORT OF FAMILY EDUCATION OF PRESCHOOL CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN A SPECIALIZED CENTER

2018 ◽  
Vol 10 (3/2) ◽  
pp. 83-94
Author(s):  
V. M. GREBENNIKOVA ◽  
N. I. NIKITINA ◽  
N. Yu. PADYLIN
Keyword(s):  
Preschool Children ◽  
Personal Development ◽  
Preschool Age ◽  
Family Education ◽  
Professional Activity ◽  
Highly Qualified ◽  
Children With Adhd ◽  
Center Staff ◽  
The Family ◽  
Determining Factor

The family is the main environment of life of the child with ADHD,  the determining factor of formation (development) of his personality,  the main determining factor of his future, further  activity. The article States that the family education of chi ldren of  preschool age with ADHD needs highly qualified (highly professional) socio-pedagogical support of a multifunctional team of specialists.  The specialized (multi-profile) psychological, medical and  pedagogical center employs specialists of different profiles, whose  combined efforts will contribute to and provide the choice of the  optimal option of socio-pedagogical support for the family education of a particular child. In the professional activity of the staff of a specialized (multi-profile) center in the field of personal and  business interaction with parents of a child with ADHD laid a huge (psychological, pedagogical, social, medical, sociopedagogical, socio-cultural) potential for the implementation of  technology of socio-pedagogical support of family education of  preschool children with ADHD. The authors argue that the  implementation of the technology of socio-pedagogical support of  family education of older preschoolers with ADHD will be effective if:  the basis of the process of socio-pedagogical support of family  education of older preschoolers with ADHD laid individuallyoriented, differentiated, system-integrated approaches; the content of social and pedagogical support of family  education of senior preschool children with ADHD includes  specialized work of the Center staff (teachers, psychologists,  physicians, defectologists, specialists of physical therapy) in the field of formation of parents an adequate understanding of the situation  of personal development of their child, awareness of the prospects of its further socialization; the technology of the considered support is  implemented taking into account the specifics of the life situation of  a particular family and child, all its nuances; integration of efforts of  specialists of various profile of the Center in the field of diagnostics,  forecasting, realization of the chosen option of social and  pedagogical support of family education of the child is provided. The  materials of the article can be used in the activities of psychological  and pedagogical services of educational institutions of different types  and centers of development of children, as well as in the  course of training of psychologists, teachers on the problem of socio- pedagogical support of family education of preschool children with ADHD.

scholarly journals The influence of style of family education on the development of independence among children of senior preschool age

2019 ◽  
pp. 92-94
Author(s):  
Marina Igorevna Kovalchuk
Keyword(s):  
Preschool Children ◽  
Preschool Age ◽  
Family Education ◽  
The Family ◽  
The Impact

This article is considered the problem of influence of style of family education on development of independence of children 5–6 years old. The views of authors were studied and were analyzed, determining the impact of the family on the development of children's personality and were proved that children can achieve a certain level of independence by the end of preschool age. We found out that democratic style is the most acceptable style. It instills the skills of independence among children, leads to the achievement of results of activity. The article also presents the aim and methods of studying the level of independence of preschool children, the results of identifying the impact of family education style on the development of independence of senior preschoolers.

scholarly journals FEATURES OF ARBITRARY BEHAVIOR IN PRESCHOOL CHILDREN

2016 ◽  
pp. 123-127
Author(s):  
A. Tepliuk
Keyword(s):  
Preschool Children ◽  
Personal Development ◽  
Family Education ◽  
School Age ◽  
Child Interaction ◽  
Methods And Techniques ◽  
Educational Potential ◽  
Parent Child Relationships ◽  
Complex Subject ◽  
Parent Child

In this article the author presented the program of development of arbitrary behavior of preschool children by optimizing their emotional experiences and parent-child relationships. The components of the program is methodological, practical, diagnostic blocks. By methodological unit is objective, methodical approaches, principles and objectives. Practical unit describes the contents, forms, methods and techniques of application of arbitrary behavior of children under school age. The diagnostic block contains the procedure, content, methods and techniques for measuring the results of this program. The main objective of this program was to: review the parents of minimum required knowledge of emotional distress, arbitrary behavior of preschool children and their conditions of system parent-child interaction; familiarize parents with effective methods of arbitrary behavior of preschoolers; intensification of the educational potential of family by including both parents in the upbringing of their own children; implementation in practice of family education together - father and mother - appropriate approaches to education, independent, emotionally happy child. A complex subject classes the designated program. Subjects consisted of 17 complex, developmental classes with elements of training for parents. Complete correction classes and personal development preschooler constructed on the basis of unity of mental and emotional (affective and cognitive), internal and external components of the mental development of children.

scholarly journals INDIVIDUALIZATION AND SOCIALIZATION OF PRESCHOOL CHILDREN

2020 ◽  
Vol 66 (2) ◽  
pp. 319-321
Author(s):  
U.K. Kyyakbayeva ◽  
◽  
A.I. Bulshekbayeva ◽  
R.E. Karimova ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Preschool Child ◽  
Preschool Age ◽  
The Political ◽  
Cultural Experience ◽  
The Family ◽  
Culture Enrichment ◽  
The Creation ◽  
Individual Needs ◽  
Children's Activities

Changes in the political, social and economic spheres of modern Kazakhstan society dictate the need to increase attention to the socialization of preschool children in the family and preschool organizations. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of the preschool child, preservation of the child's nature and its development in culture, enrichment of individual cultural experience in the process of inclusion in the socio-cultural experience, unity of development and education. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The organization of children's activities initiates the creation of children's associations in which each child performs a favorite function and simultaneously cooperates with other children. In such an educational space, the processes of socialization and individualization leading to preschool age harmoniously complement each other.

Value Attitude to the Family as the Basis of Spiritually-Moral Formation of Personality

2019 ◽  
Vol 8 (2) ◽  
pp. 3-13
Author(s):  
Т. Серебрякова ◽  
T. Serebryakova ◽  
О. Казакова ◽  
O. Kazakova ◽  
А. Бурханова ◽  
...  
Keyword(s):  
Preschool Children ◽  
Moral Development ◽  
Preschool Age ◽  
Moral Formation ◽  
Affective Component ◽  
Cognitive Component ◽  
Whole Process ◽  
Decisive Importance ◽  
The Family ◽  
The Relationship

This article presents the results of empirical research focused on the study of the value attitude of children of middle preschool age to the family, which we consider as the basis of spiritual and moral formation of preschool children. It is the attitude to the closest adults, as objectively proved by the cultural and historical concept of L.S. Vygotsky's development, that has the most decisive importance for the effectiveness of the whole process of personal formation. Given that moral development is not only an important component, but also the indicator of the full development of personality (studies F.A. Akhmatova, Z.Y. Barysheva, B.M. BIM-Bada, E.V. Bondarev-skaya, T.I. Vlasova, V.I. Dodonov, A.V. Mudrik, N.D. Nikandrova, L.I. Novikova, E.G. Ossovskogo, V.G. Pryanikov, Z.I. Ravkin, I.N. Sisimskoj, G.N. Filonov and many other researchers), we believe that the moral standards of the relationship to their friends and family, and formed in the process of interaction with them in the framework of family education in the future, having become a habit, the child will carry and the rest of society. Based on the results of research, as the most important component components of the value relationship of preschool children to their loved ones, we have identified a cognitive component, suggesting the presence of children's systemic knowledge of the rules and regulations of interaction; affective component, the component that determines the modality of the child's emotions and determines the nature and direction of his attitude to close adults; behavioral component, which, in our opinion, is a specific integration of the first two, and an indicator of their level of development. Taking into account the selected component components of the value attitude of preschool children to their loved ones, we have developed and tested an experimental diagnostic program, objectively proved the existence of the relationship between the level of value attitude of children to their family members and their spiritual and moral development.

scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

Cartalk! Conversational Topics of Preschool Children En Route Home From Preschool

1994 ◽  
Vol 25 (3) ◽  
pp. 146-155 ◽  
Author(s):  
Christine A. Marvin
Keyword(s):  
Preschool Children ◽  
Semantic Content ◽  
Preschool Age ◽  
Chronological Age ◽  
The Past ◽  
The Family ◽  
Preschool Age Children ◽  
Future Events ◽  
Time Frames ◽  
Car Travel

The conversations of 9 preschool-age children (chronological age [CA] 4:0 to 5:2, years:months) were tape-recorded as they traveled home from school with their parent in the family car. The speech samples (5 to 20 minutes in length) were coded to identify the semantic content of topics the children spoke about most often in this setting. References to specific persons, time frames, and content were noted. Overall, the children spoke most often about the here and now, making frequent references to the present and themselves or their parent. References to past and future events, however, were made more frequently in the car setting than at home or school by the same children (Marvin, Beukelman, Brockhous, & Kast, 1994). The content of most cartalk addressed the children's school projects and play, vehicles, food, and people's actions or positions. Most references to the past and to school projects occurred during the first 5 minutes of travel and often were prompted by the presence of a project remnant in the car or by a parent's questions or comments. References to future events occurred more frequently during the latter portion of the trip. The merits of viewing the family car (and car travel time) as an important setting for advancing young children's decontextual use of language are discussed.

scholarly journals Representations of Family Concept in Senior Preschool Age Children

2021 ◽  
Vol 19 (1) ◽  
pp. 45-55
Author(s):  
Tatiana SAKHAROVA ◽  
Inna ZHURAVLEVA ◽  
Maria BATAEVA
Keyword(s):  
Preschool Children ◽  
Family Relationships ◽  
Family Relations ◽  
Family Members ◽  
Preschool Age ◽  
Parent Relationships ◽  
Emotional Relationships ◽  
The Family ◽  
Preschool Age Children ◽  
The World

Peculiarities of representations of family concept in senior preschool-age children are considered in the article. The authors of the article define representations as a certain vision of the world and relationships in it that help an individual to adapt to the world around him. According to the authors, the style of child-parent relations has an impact on the formation of a child’s ideas about family. As a result of empiric research, the authors come to the conclusion that the personality-centred style of child-parent relationship fosters ideas of positive family relations in senior preschool-age children. The tolerant type of child-parent relations determines the formation of the concept of neutral family relations in older preschool children. The ego-isolated style of child-parent relationships contributes to the formation of negative ideas about family relationships in senior preschool children. The empirical research has shown the predominance of ideas about positive family relationships in senior preschool children. In general, children of senior preschool age include family members, people and animals who live together with the child in the representation of the family, describe joint recreation and pastime, note the care of themselves as a child and characterize the features of emotional relationships between themselves and other family members. All three types of family concepts’ representations are manifested both in boys and girls. It is possible to trace the tendency of the predominance of ideas about negative family relations in boys, the predominance of ideas about neutral family relations in girls of senior preschool age.

scholarly journals STUDYING IDEAS OF SENIOR PRESCHOOLERS ABOUT THEIR PARENTS

2021 ◽  
Vol 57 (3) ◽  
pp. 77-89
Author(s):  
L.V. Aramacheva ◽  
◽  
E.Yu. Dubovik ◽  
A.A. Zakharova ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Preschool Child ◽  
Personal Development ◽  
Positive Emotions ◽  
Preschool Age ◽  
Emotional Acceptance ◽  
Main Research ◽  
Joint Activities ◽  
Children’S Expectations ◽  
Scientific Ideas

Statement of the problem. The authors of this paper study the ideas of children of senior preschool age about their parents. Currently, the phenomenon of modern parenthood is actively discussed in the scientific literature, including the specifics of parents’ attitude to their underaged children and the image of parenthood in the representations of modern mothers and fathers. At the same time, there are practically no studies characterizing the image of a parent in the representations of children. The purpose of the article is to characterize the ideas of children of senior preschool age about their parents. The methodology of the research consists of the scientific ideas of A. Adler, M. O. Ermikhina about the importance of studying a child’s ideas about parents as a factor in the formation of its attitude to oneself and relationships with others; a systematic approach in the study of the family (A. Ya. Varga); the research of A. Adler, J. Bowlby and Russian scientists L. I. Bozhovich, N. V. Varayeva, L. S. Vygotsky, I. V. Dubrovina, T. V. Leus, and V. S. Mukhina regarding the influence of the image of father and mother formed in child’s ideas on the nature of its relationships with people around it and its social functioning throughout life. The study involved children of senior preschool age who are brought up in two-parent families. The main research method was content analysis of textual information obtained through an associative experiment. To identify an unconscious, automated level of representation of the image of father and mother by children of senior preschool age, as well as features of their relationships with parents, the “Incomplete sentences” method was used. Research results. The results of the study of the ideas of senior preschoolers about their parents are described. It is established that the ideas of senior preschool children about their parents are generally characterized by an emotionally positive attitude towards their father and mother. Children’s expectations from their parents are associated with participation of parents in joint activities with them (games, walks), as well as with manifestation of positive emotions and feelings by parents. At the same time, in the associations of children, there is practically no experience of interaction with parents against the background of the leading type of activity of a preschool child – games. The fears of children associated with their parents are characterized by the fear of emotional rejection by parents. Conclusion. Based on the presented description of the ideas of senior preschool children about their parents, the authors of this article propose and justify a system of psychological and pedagogical work with parents, which involves: informing them about the influence of child-parent relations on the mental and personal development of a preschool child; forming their position of emotional acceptance in relation to a child; teaching them effective ways of interacting with a child based on the leading type of children’s activity – games. The main content of this work is psychological education, as well as individual and group counseling of parents.

scholarly journals Family Support in Effort Reduce Hospitalization Reaction in Children of Preschool in Anggrek Room Nganjuk Hospital

2018 ◽  
Vol 1 (2) ◽  
pp. 26-33
Author(s):  
Risa Nurhayati ◽  
Indasah Indasah ◽  
Byba Melda Suhita
Keyword(s):  
Preschool Children ◽  
Family Support ◽  
Secondary Data ◽  
Phenomenological Approach ◽  
Preschool Age ◽  
Children And Parents ◽  
The Family ◽  
Care Family ◽  
The Impact ◽  
Depth Interviews

Disease and hospitalization are often the main crises that children face, causing the child to experience trauma. The phenomenon of separation and experience of hospitalized children shows when a child is hospitalized will experience a change in emotional status, as well as parents crying, anxious, angry. Preschool age is very susceptible to the effects of tress during hospitalization, so there is a need for family support. The objective of the study was to explore the support of the family in order to decrease the hospitalization of preschool children in the orchid room of RSUD Nganjuk. The research method used qualitative research with phenomenological approach. Data collection using primary and secondary data then conducted in-depth interviews (indepth interview) with semi-structured questions. Informants as many as 5 people according to the inclusion criteria that researchers make are families who have preschool children, long day 1-3 care, family as the main caregiver, children with medical diagnosis group of internal medicine, children do not have terminal disease, the family is willing to become informants. The results show that family support includes informational support, assessment support, emotional support and instrumental support. But the support has not been maximal because it is influenced by the reaction of children and parents who are varied towards hospitalization along with influencing factors such as child adaptation process, the existence of rooming in, sibling reaction. The conclusion of the study was family support during the effort to decrease the hospitalization reactions of preschool children. Based on these studies it is necessary to conduct further research on family support in reducing the impact of pre-school children's hospitalization.

scholarly journals Possibilities for Development of Emotional Intelligence in Childhood in the Context of Sustainable Education

2019 ◽  
Vol 10 (1) ◽  
pp. 133-145 ◽  
Author(s):  
Giedrė Slušnienė
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Family Environment ◽  
Positive Emotions ◽  
Family Education ◽  
Positive Interactions ◽  
Sustainable Education ◽  
The Family ◽  
Human Orientation ◽  
The Individual

Abstract This article deals with systematization of the categories of emotional intelligence, emotional potential and a relationship between emotions and feelings, and emphasizes the importance of a sustainably developed personality in the context of sustainable education (Jovaiša, 2007, 2011). The inward consistency is perceived as an internal human orientation, showing itself in positive relationship with the exterior world and the individual (Pileckaitė-Markovienė, 2002). A person with a strong sense of internal consistency has a stronger motivation and appears to be more resistant to stress. Educating children to become emotionally sustainable individuals, means helping them to solve their emotional issues, in order to learn important behaviour strategies and to experience positive interactions with their environment. Children who receive emotional education remain more composed and stable in critical situations. They are able to deal with their feelings, even the negative ones, more easily. Such children are less vulnerable to various illnesses and diseases; they experience less anger and aggression. This article analyzes a system of means and methods for development of intelligence in childhood in the context of sustainable education. It also presents and analyzes the results of recently accomplished research. The aim of the research is to evaluate possibilities and opportunities for development of emotional intelligence in pre-school education institutions and family environment. The article analyses the system of means and measures that aim to develop emotional sustainability in young, preschool children, as it presents and analyses results of the conducted research. The purpose of this research is to assess the emotional potential in children, and the possibilities of educating for emotional sustainability at preschool institutions and within the family environment. The research has targeted preschool pedagogues and parents, who are raising preschool children. The results have shown that respondents do perceive the existence of difference between concepts of emotions and feelings. Childrenís emotions are constantly changing, i.e., they equally display both negative and positive emotions, and, as a result, these emotions may have a fortifying or weakening effect on childrenís emotional sustainability. Emotional intelligence is one of components of inward consistency, and its development in sustainable education is a long, consecutive and continuous activity. Accordingly, the respondents attempt to improve every day and in every possible way. Development of emotional intelligence is a long and consistent work that needs to be practised daily through a variety of activities. In contrast to parents, pedagogues tend to believe that children are the best at assessing and understanding the feelings of other people. The respondents agree that the greatest effect on a childís emotional sustainability comes from family, education and environment. Respondents agree that family, upbringing and environment make the supreme impact on intelligence.

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