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 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 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 Early Eating Patterns and Overweight and Obesity in a Sample of Preschool Children in South-East Poland

2019 ◽  
Vol 16 (17) ◽  
pp. 3064 ◽  
Author(s):  
Joanna Baran ◽  
Aneta Weres ◽  
Ewelina Czenczek-Lewandowska ◽  
Edyta Łuszczki ◽  
Grzegorz Sobek ◽  
...  
Keyword(s):  
Body Weight ◽  
Preschool Children ◽  
Body Mass ◽  
Overweight And Obesity ◽  
Preschool Age ◽  
Breastfeeding Duration ◽  
Cow’S Milk ◽  
Cow's Milk ◽  
The Family ◽  
The Impact

The aim of this study was to assess the impact of a child’s diet in the first year of life (breastfeeding duration, introduction of solid meals to the diet, the time of starting nutrition consistent with an adult diet) on the prevalence of overweight and obesity in preschool age. Three-hundred children aged 4–6 were included in the analysis. The children’s height and body weight were assessed and their body mass category was determined based on the BMI (Body Mass Index) percentile. Parents provided a photocopy of the child’s health book (with information concerning breastfeeding period, start of eating the same meals as the rest of the family, etc.). Obese children were breastfed for the shortest time, cow’s milk was introduced to their diets the earliest, they started eating the same food as the rest of the family the earliest, and they received vegetables, fruits, cereals, and meat products in their diet the latest. The results of this study suggest that extending the breastfeeding period beyond 6 months, starting to feed the child the same meals as the rest of the family after 12 months of age, and later introduction of cow’s milk to the diet would reduce the risk of the occurrence of excessive body weight in preschool 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.

scholarly journals THE IMPACT OF THE SPINAL DEFICIENCIES PROPHYLAXIS UPON THE 6-7 YEAROLD PRESCHOOL CHILDREN PHYSICAL DEVELOPMENT LEVEL

2021 ◽  
Author(s):  
Daniela Buciu ◽  
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Dynamic Games ◽  
Direct Action ◽  
Physical Development ◽  
Preschool Age ◽  
Training Process ◽  
Development Level ◽  
Skeletal Bone ◽  
The Impact

The problem of prophylaxis of various deficiencies of the skeletal bone of preschool children and first of all of the spine, as a basic pillar in their development, was and remains in the sights of specialists in the field of physical education and sports. It has been shown experimentally that the means of physical education can and must be a basic support in terms of spinal deficiencies prophylaxis, especially in children of preschool age, in this case the age of 6-7 years. It is at this age that the first symptoms occur related to the appearance of one or another spine deficiency. If no direct action is taken, with the application of specific means to eliminate or reduce the occurrence of these deficiencies, the situation may become much more serious and much more difficult to resolve. In this case, a series of means of physical education are proposed in the form of complex exercises and dynamic games, which have been used successfully in the training process of preschoolers aged 6-7. At the same time, the influence of the prophylaxis process of spinal deficiencies on the level of physical development of the contingent given by children was researched.

Liaison entre la religion et les fonctions culturelles de la famille

1969 ◽  
Vol 16 (3) ◽  
pp. 355-368 ◽  
Author(s):  
L. Voyé
Keyword(s):  
Family Environment ◽  
Parallel Evolution ◽  
Family Education ◽  
The Public ◽  
The Family ◽  
The One ◽  
Sociological Explanation ◽  
Hereditary Character ◽  
Socializing Agents ◽  
The Impact

The relatively hereditary character of diverse cultural phenomena has already drawn attention to the role that the family can play in this trans mission. It appears in particular that political orientations and the chances of access to different types and levels of education can frequently be explained by a specific family membership. Two types of argument are put forward here in order to explain how the family can appear as a privileged place of cultural apprenticeship: on the one hand psychological arguments linked with the primary and universal character of family education and the type of relations that this develops; on the other hand a more sociological explanation based on the repercussion that the more or less great complexity of learned language entails with regard to diverse exterior participations, and on the comparison between the impact of the family and those of other socializing agents on the successive choices which they will impose. To these explanatory elements of the existing link between cultural memberships and the family environment is added, for religion as much as for the family, the transition from the public to the private sphere. This parallel evolution will tend to increase the autonomy of religion on the plane of secondary elaborations for which it will borrow its mode of re-interpretation from the exigencies of daily life, particularly from the family.

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).

scholarly journals FAMILY SUPPORT IN THE PSYCHOPHYSICAL DEVELOPMENT OF PRESCHOOL CHILDREN AS A THEORETICAL PROBLEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Yevhen Antypin ◽  
◽  
Natalia Chermoshentseva ◽  
Keyword(s):  
Preschool Children ◽  
Family Support ◽  
Theoretical Study ◽  
Effective Interaction ◽  
Preschool Education ◽  
Theoretical Research ◽  
Educational Institutions ◽  
Theoretical Problem ◽  
The Family ◽  
The Impact

The article reveals the content of theoretical aspects of the problem of psychological and pedagogical interaction of preschool education institutions and families regarding the development of preschool children. The study of this pedagogical process becomes relevant in connection with the increasing demands of society to recognize the value of harmonious development of children. This is also facilitated by the desire of educational institutions to social transparency and expand the space of interaction. The purpose of the article is to highlight the results of a theoretical study of the problem of organizing the interaction of preschool education with the family to provide psychological and pedagogical support for the development of pre-preschool children (from birth to two years). The results of the theoretical study of the modern scientific interpretation of pedagogical interaction as a phenomenon became the basis for determining the essence of cooperation of preschool education institutions with families. According to the results of the study of psychological and pedagogical sources, the bases of realization of cooperation of preschool educational institutions with families are revealed. The theoretical achievements of scientists on the impact of family education on child development, as well as key obstacles to effective interaction are highlighted. The study identified the main forms of organization of pedagogical interaction of preschool institutions with families, which are divided into two groups: traditional, non-traditional. In the course of the theoretical research it was found out that the problem of interaction of the preschool institution with the parents has a sufficient representation in the scientific field. At the same time, there is a need for wider coverage and scientific research of the problems of propaedeutic cooperation (cooperation of preschool education institutions with the families of future pupils). The results of the theoretical study presented in this article became the basis for further study of the problem of implementation of methodological support of family support in the psychophysical development of the child from birth to two years.

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.

Sign in / Sign up

Export Citation Format

Share Document