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 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 Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers

2020 ◽  
Vol 26 (3) ◽  
pp. 164-172
Author(s):  
Ol’ga A. Koval’
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Preschool Child ◽  
Emotional Development ◽  
Speech Development ◽  
Preschool Age ◽  
Social Adaptation ◽  
Speech Pathology ◽  
Number Of Children ◽  
Emotional Interaction

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups included 35 pairs of "primary preschool child – mother" and 54 pairs of "middle preschool child – mother". All children of pathological groups had a verified diagnosis of mental retardation (delay of psychological and speech development). Similarly, normative groups were formed by age ranges, the first of which included 32 "child-mother" pairs, the second – 36 "child-mother" pairs. Normative group was formed of preschoolers of kindergartens of the city of Vladimir who had normative development. As a result of the research, it was found that the emotional development of children with speech pathology has distinctive features in comparison with normatively developing children. Mothers of preschool children with speech pathology differ in the level of development of components of emotional intelligence, they have characteristic features in emotional interaction with children in comparison with mothers who raise normatively developing children. There are connections between the level of development of emotional intelligence of the mother, the features of emotional interaction and the development of the emotional sphere of preschool children with speech pathology.

scholarly journals EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN

2016 ◽  
pp. 51-55 ◽  
Author(s):  
Ju. A. Lapteva ◽  
I. S. Morozova
Keyword(s):  
Complex System ◽  
Preschool Children ◽  
Preschool Child ◽  
Emotional Development ◽  
Emotional Regulation ◽  
Preschool Age ◽  
Emotional Expressiveness ◽  
Emotional States ◽  
Social Emotions ◽  
Current State

The paper analyzes the current state of the emotional development of children of preschool age within the framework of national studies. Emotional growth is considered to be a significant regulator of the most important life functions and a factor in the formation of a complex system of emotional attitude of a preschool child. On the basis of theoretical generalizations of various research positions three interrelated areas of emotional development during the preschool years were identified: emotional expressiveness, emotional regulation of behavior and communication, the development of social emotions. The appearance of growths of the emotional sphere of a preschool child is shown: the ability to differentiate and identify signs expressing their values in the context of certain emotional states; development of empathy; the capacity for emotional anticipation. The results of theoretical generalizations are presented in the authors’ model of emotional development of children of preschool age. In conclusion, the connection of key growths of emotional sphere, the nature of the socially important relations in the space of a kindergarten with a sense of emotional (psychological) comfort of the child is displayed.

scholarly journals Dialogical speech development among senior preschool children in the process of productive activities using workshop technologies

2020 ◽  
Vol 47 (5) ◽  
pp. 186-198
Author(s):  
Tatiana P. Bashlacheva ◽  
◽  
Svetlana V. Savinova ◽  
Lyudmila N. Vakhrusheva ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Educational Institution ◽  
Effective Means ◽  
Speech Development ◽  
Educational Process ◽  
Preschool Age ◽  
Joint Activities ◽  
Education Group ◽  
Oral Speech

The development of coherent dialogical speech is most effectively carried out in preschool age, since this period is favorable for the development of the ability to master oral speech. However, this problem is not always given due attention within the framework of the educational process of preschool institutions, the work is carried out mainly in special classes on speech development. Besides, in various types of organized educational activities, there are great opportunities for teaching dialogue to children, one of which may be a workshop. The empirical part of the work was carried out on a sample of 50 children from the pre-primary education group, at the age of 6-7 years attending the preschool educational institution "Kindergarten No. 26" in the city of Kirov (Kirov region, Russian Federation). For diagnosing their level of dialogic speech development, the methodology for identifying the level of development of dialogical communication skills by M.M. Alekseeva, V.I. Yashina; diagnostics of dialogical speech development in preschool children by A.V. Chulkova. The statistical analysis was carried out through mathematical statistics – Pearson’s test. On the basis of the data obtained, it was concluded that productive activity is an effective means of developing the dialogical speech of senior preschool children; speech skills and abilities include the ability to make contact; the ability to make a request for information; replication; possession of speech etiquette; communication emotionality; the ability to compose a dialogue. The effectiveness of workshops as a means of developing the dialogical speech of 6-7-year-old children can be ensured by creating the following conditions: providing children with the opportunity to conduct dialogues at all technological stages of the workshop; implementation of various forms of organizing children’s joint activities; providing children with the opportunity to organize exhibitions, presentations and playing around hand-made crafts. In the process of applying the technology, the possibilities of each stage of developing children’s speech skills should be taken into account. According to the results of the experimental group χ2emp=31.922, which exceeds the critical value, therefore, the discrepancies between the distributions are statistically valid. The prospect of the study is to study the development of children’s communication skills during the workshop.

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.

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 Representations of kindergarten teachers of the conditions of creating an effective preschoolers’ joint action in the performance of productive tasks

2015 ◽  
Vol 7 (1) ◽  
pp. 89-96
Author(s):  
A.F. Schmidt
Keyword(s):  
Preschool Children ◽  
Joint Action ◽  
Effective Means ◽  
Preschool Education ◽  
Preschool Age ◽  
Self Organization ◽  
Joint Activity ◽  
Joint Activities ◽  
Joint Group

Inclusion of preschool children to work together allows to teach the child an effective means of addressing the productive tasks of varying complexity in cooperation with other children. The article presents the results of a study of representations of teachers of preschool education on creating conditions conducive to the formation of preschool children the skills of joint activities with peers. The paper highlights the aspects of pedagogical communication of caregivers, the formation and structure of the professional skills required for the development of effective joint activity of preschool children. Based on the study, conducted by focus groups and survey of teachers, we revealed teachers' representation of the means of self-organization of the joint group productive tasks solving in children and the role of educators in the development of joint activities for children of preschool age. We pay great attention to personal and professional qualities of the teacher in introducing preschoolers to work cooperatively with others.

Monitoring the influence of the preschool education facility on development of the child

2020 ◽  
Vol 11 (1) ◽  
pp. 13-21
Author(s):  
Т. І. Kovalchuk ◽  
◽  
O. S. Kozoriz ◽  
Keyword(s):  
Preschool Children ◽  
Preschool Child ◽  
Preschool Education ◽  
Basic Component ◽  
Preschool Age ◽  
Educational Services ◽  
Teaching Staff ◽  
Full Time ◽  
The Individual

The article addresses one of the actual aspects of potential of educational impact on preschoolers. The subject of the research is relevant and is based on new approaches to assessing the quality of educational services provided by teaching staff in pre-school establishments. The research was conducted on the basis of pre-school establishment “Yabluchko” of Kyiv-Svyatoshinsky district and is characterized by theoretical substantiation, practical embodiment, efficiency and democracy. The purpose of the article is to monitor the dynamics of personal achievements among preschool children, in particular, senior preschool children, to assess the conformity of the results of educational activities in the institution of preschool education, with standards and regulatory requirements. Conditions for the effective solving of educational tasks in the institution of preschool education are analyzed and the essence of the qualimetric approach to the assessment of the development of the child is disclosed. Monitoring the development of children of the senior preschool age and assessing the quality of educational services provided at the “Yabluchko” Pre-school establishment, was conducted whilst taking into account the Basic component of preschool education. The basic principles of the new Basic Component of the Preschool are: recognition of the value of preschool childhood; preservation of children's subculture; creating favorable conditions for the formation of the child's personal maturity; the priority of full-time living by the present child in comparison with preparation for school life; respect for the child, taking into account the individual personal experience of the preschool child; competent approach to personality development; giving priority to the social and moral development of the individual; formation of the ability of children to reconcile personal interests with the collective; formation of the basics of world outlook among children. The best innovative approaches in assessing the quality of educational services provided by teaching staff are found in the lowest link in pre-school education. Through monitoring, the dynamics of the development of the personality of the preschool child is monitored and the factors of existing educational gaps are identified. A further action plan has been developed to eliminate it.

scholarly journals Development of creative abilities in preschool children in theatrical activities

2019 ◽  
pp. 35-39
Author(s):  
Ol'ga N. Bakayeva ◽  
Lyubov' N. Martynova
Keyword(s):  
Preschool Children ◽  
Personal Development ◽  
Preschool Age ◽  
Educational Institutions ◽  
Art Making ◽  
Creative Development ◽  
Pedagogic Research ◽  
Creative Abilities

The problem of development of creative abilities at children of the senior preschoolage by means of theatrical activity is considered in this article. The first part presents a theoretical analysis of psychological-pedagogic research: the role of theatre as a means of development of creative abilities; the content of the concepts "creativity", "theatre", "theatrical activities", "theatrical game", etc.; classification of theatrical games. The authors focus on the importance of theatrical activities in the creative development of preschool children and the classification of theatrical games used in preschool educational institutions. Levels of development of creative abilities in children of the senior preschool age are defined on the basis of the developed criteria and indicators. As a result of the training phase of the experiment, there is a significant increase in the interest of children of preschool age in theatrical activities, reading works of art, making attributes for games-dramatisations. In conclusion, it is concluded that theatrical activity not only affects the formation of creative abilities, but also is a universal means of personal development.

scholarly journals Joint attention at preschool age

2018 ◽  
Vol 55 ◽  
pp. 02008
Author(s):  
Yana Smirnova
Keyword(s):  
Preschool Children ◽  
Joint Attention ◽  
Adult Child ◽  
Preschool Age ◽  
Ontogenetic Development ◽  
Joint Activity ◽  
Joint Activities ◽  
Problem Situations ◽  
Social Coordination ◽  
External Conditions

The article deals with the functions of joint attention with regard to ontogenetic development of arbitrariness and social coordination of group activity of preschool children. It is shown that the concepts of joint attention cover much more than just “visual joint attention” and require to consider of other forms of manifestations of mutual participation in joint activities. The manifestation of joint attention on the part of children themselves without the participation of adults is studied in the article. Response and initiation of joint attention are considered not only in the adult-child dyads, but also in a larger group of preschool children. The study involved 157 preschool children, who were organized during the experiment in subgroups to jointly solve problem situations. It is proved that in the structure of the regulation of joint activity different forms of manifestation of joint attention provide an afferent synthesis of the conditions of activity, facilitates the analysis of internal and external conditions of joint activity, the development of a program of conscientious activity.

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