scholarly journals FEATURES OF MECHANISMS OF WRITTEN SPEECH AND READY FOR LETTER OF CHILDREN OF THE SEVENTH YEAR OF LIFE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
I.A GALKINA ◽  
◽  
E.V GALEYEVA ◽  
Keyword(s):  
Children's Literature ◽  
Educational Institution ◽  
Children’S Literature ◽  
Preschool Education ◽  
Speech Development ◽  
Preschool Age ◽  
Synthetic Activity ◽  
Federal State ◽  
Educational Standard ◽  
State Educational

The article considers the problem of preparing children in their seventh year of life for writing, the relevance of increasing the competence of teachers in preparing children for school. The need for teachers to master skills related to the development of preparation for writing preschool children is due to many factors: preparation for school, the sensitivity of the period, the plasticity of the brain centers. When determining the substantive characteristics of the problem, the concept of "writing", "sound analysis", "graphic skill" is highlighted and the analysis of positions relative to this concept is presented. The subject content of the components of writing skills is characterized, criteria and levels of acceleration of the background of writing in children of preschool age are determined, and methods for their assessment are selected. The goal, tasks, methods of the ascertaining stage of the research of experimental work within the framework of the research topic are presented. The study involved preschoolers of the seventh year of life. During the study, the main methods were: conversation, observation, conversation, game situation. The results of a study of the organization of child experimentation in a preschool educational institution are presented. The problems of mastering the letter in children of preschool age are outlined and the qualitative characteristics are presented. According to the Federal State Educational Standard for Preschool Education (FGOC DO): “speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologic speech; development of speech creativity; development of sound and intonational culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytic - synthetic activity as a prerequisite for literacy, ”which indicates the relevance of this problem and the need to implement the tasks and search for effective methods of formation.

FORMATION OF SPEECH IN PRESCHOOL AGE AS A UNITY OF IMITATION AND CREATIVITY

2021 ◽  
Vol 23 (9) ◽  
pp. 20-26
Author(s):  
Pestereva T.N.
Keyword(s):  
Preschool Children ◽  
Children's Literature ◽  
Fairy Tale ◽  
Children’S Literature ◽  
Preschool Education ◽  
Speech Development ◽  
Preschool Age ◽  
Synthetic Activity ◽  
Federal State ◽  
Theoretical Substantiation

The study examines the aspect of the formation of speech in preschool children, as a unity of imitation and creativity. According to the Federal State Educational Standard of Preschool Education: «The speech development of children includes the possession of speech as a means of communication and culture; the enrichment of an active vocabulary; the development of coherent, grammatically correct dialogical and monological speech; the development of speech creativity; the development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear texts of various genres of children's literature; formation of sound analytical and synthetic activity as a prerequisite for literacy training» [3]. The «Concept of Preschool education» notes that «Imagination is the basis for the active participation of a child in various types of activities. It is included in the composition of already known forms of thinking (visual-effective, visual-figurative). On the basis of imagination, children develop the first manifestations of a creative attitude to reality» [4]. The article considers the views of teachers and methodologists on the speech development of preschool children. The method of speech development of preschool children is also described: the «Binomial fantasy» method. Binomial fantasies are used in two areas of the development of imagination and logic of thinking: - To generate ideas for new objects or the transformation of an existing object; - To get ideas for writing fairy-tale or fantastic stories (speech creation). The article reveals the algorithm of work according to the method, in accordance with two directions. The prospect of the research the theoretical substantiation of the unity of imitation and creativity in the formation of speech in preschool children.

scholarly journals Development of emotional intelligence in older preschoolers

2020 ◽  
pp. 197-204
Author(s):  
Alevtina P. Anikina ◽  
Maria S. Barabanova
Keyword(s):  
Emotional Intelligence ◽  
Personal Development ◽  
Preschool Education ◽  
Preschool Age ◽  
Federal State ◽  
Educational Standard ◽  
The Social ◽  
Teachers And Parents ◽  
State Educational ◽  
High Emotional Intelligence

The article considers the problem of developing emotional intelligence in children of preschool age. The relevance of this topic is that emotional development is an important part of the harmonious development of the personality as a whole. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence socializes better in the society, he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of developing children’s emotional intelligence. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence is better socialized in the society he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of development of emotional intelligence in children by teachers and parents. From the scientific and practical article it is possible to receive concrete recommendations on practical activity directed on solving this problem. It is important that emotional intelligence should be formed not only in preschool children, but also in adults working with them. In developing the emotional sphere, it is necessary to emphasize the ability to understand the feelings of another person, the formation of empathy with the feelings of others. The developing of emotional intellect is promoted by poly art activity, synthesis of different kinds of art, visiting exhibitions, theatrical activity. Also acquaintance with emotions takes place at musical and art classes, interaction with the teacher-psychologist. Formation of emotional intellect in a child of preschool age is the key to his successful personal development in the future.

scholarly journals The Program of Psychological and Pedagogical Activity within the Framework of a Consulting and Methodological Point in a Preschool Educational Organization

2020 ◽  
Vol 17 (4) ◽  
pp. 78-87
Author(s):  
I.A. Pinigina ◽  
Ju. V. Seliverstova ◽  
M.F. Smolnikova ◽  
N.V. Timoshenko
Keyword(s):  
Preschool Children ◽  
Cognitive Activity ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Federal State ◽  
Educational Work ◽  
Educational Organization ◽  
Educational Standard ◽  
State Educational

The program of psychological and pedagogical activity within the framework of the consultative and methodological post (hereinafter referred to as the CMP) in the preschool educational organization has been developed in accordance with the requirements of the federal state educational standard for preschool education (hereinafter referred to as the FSES PE) and the Sanitary Rules and Regulations (hereinafter referred to as the SanRR) to provide advisory — methodological assistance to parents of children of early preschool age who do not attend preschool. The main priority areas in the activities of the CMP are: conducting psychological and pedagogical diagnostics of the development of preschool children who do not attend preschool; information and educational work with parents of preschool children who do not attend preschool; organization of educational and correctional and developmental work with preschool children who do not attend preschool education. This program has been successfully tested on the basis of the CMP of the center of earlier development of kindergarten No. 172 in the city of Tyumen. The approbation showed that the level of cognitive activity, independence and creativity in children increased significantly; children learned to interact better with each other. For children attending the CMP, the adaptation process when entering kindergarten proceeds as successfully, quickly and painlessly as possible. A genuine interest in the activities of children in kindergarten was shown by parents, who became more interested in how to properly organize the upbringing and educational process at home. Parents themselves gradually began to get involved in the educational process. The kindergarten has become a place for them where they can receive qualified help. Trust in teachers has grown, a desire to discuss with them the problems of raising children.

General and speech development of preschool children as a basis for teaching initial reading

2021 ◽  
pp. 149-156
Author(s):  
Evgeniya A. Semenova
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Speech Development ◽  
Federal State ◽  
Educational Standard ◽  
Primary Schoolchildren ◽  
Oral Speech ◽  
Analysis And Synthesis ◽  
State Educational ◽  
Initial Reading

According to the Federal State Educational Standard, the content of the educational program of preschool education should ensure the general and speech development of preschoolers. In connection with the requirement of the named document and the data of pedagogical science, the need for the development of coherent speech, vocabulary, the grammatical side of speech, the education of the sound culture of oral speech and other aspects of the general and speech development of children in the period of preparation for school is substantiated. Referring to the works of classical and modern methodic science, the researcher correlates the process of speech development of preschool children with the development of the motivational, cognitive, emotional-volitional sphere of the personality. The named areas of speech and general develop-ment of preschool children contribute to their preparation for learning to read in elementary school. The urgent problem of ensuring the continuity of preschool and primary education in the issue of teaching preschoolers and primary schoolchildren in initial reading is posed. The possibili-ties of using various methods of teaching initial reading, depending on the writing system, are ana-lyzed. Conclusions on the problem under study are associated with the development of phonemic hearing, the formation of a broad orientation of children in linguistic reality, with the skills of sound analysis and synthesis. The novelty of the research is the idea of the possibility of special training and teaching older preschoolers to initial reading based on the development of a value attitude to language and speech during preschool childhood, on the basis of psychological and pedagogical diagnostics. Arguments in favor of preschool reading teaching are associated with sufficient general and verbal development of modern children.

scholarly journals Psychological analysis of the means and conditions for the formation of elementary mathematical representations in preschoolers

2021 ◽  
Vol 11 (4) ◽  
pp. 389-408
Author(s):  
Anastasia Sidneva ◽  
◽  
Valeriya Plotnikova ◽  
Yulia Solovyova ◽  
Liudmila Lyutsko ◽  
...  
Keyword(s):  
Indirect Comparison ◽  
Preschool Education ◽  
Preschool Age ◽  
Federal State ◽  
Proximal Development ◽  
Education Programs ◽  
Mathematical Concepts ◽  
Educational Standard ◽  
State Educational ◽  
Modern Russian

The article aims to identify and describe the conditions as well as means of teaching that form the zone of proximal development when mastering elementary mathematical concepts (EMC) at an older preschool age (first of all, ideas about quantities: length, area, mass, volume, etc.). Also, the work analyzes the representation of these conditions and means of teaching in modern Russian preschool education programs developed on the basis of the Federal State Educational Standard for Preschool Education. The selection of programs was carried out on the basis of the PRISMA procedure, as a result of which 8 programs were selected out of 43 for analysis according to the selected criteria. Three types of the most common teaching tools were identified in situations when introducing new EMC: samples (visual or verbal instructions, rules), models (schematic representation of essential relations between objects) and symbols (symbolic representation of essential relations between objects). For the main learning conditions, the content and characteristics of those actions in which EMC data are assimilated were analyzed. It was shown that when organizing the formation of ideas about values in older preschoolers, it is psychologically more appropriate to select conditions that require the implementation of actions of selection by magnitude, indirect comparison, as well as measurement using conditional measures that is necessary in situations of representation of modeling or symbolization tools. The obtained results of the analysis of modern Russian preschool education programs indicate that most often they use only one tool — a visual sample or instruction, and the formation of ideas about the values is carried out solely on the basis of the action of direct comparison. The conducted research will make it possible to provide psychologically sound recommendations to teachers, educators and the administration of preschool educational institutions on the choice and implementation of EMC training programs.

scholarly journals Assessing preschool education quality via the ECERS-R scales

2021 ◽  
Vol 273 ◽  
pp. 12085
Author(s):  
Irina Kulikovskaya ◽  
Raisa Chumicheva ◽  
Lyudmila Kudinov ◽  
Maria Guryeva
Keyword(s):  
Quality Assessment ◽  
Preschool Education ◽  
Education Quality ◽  
Federal State ◽  
Teaching Staff ◽  
Educational Standard ◽  
Current Trends ◽  
Moral Instruction ◽  
State Educational

The article covers current trends in the worldwide experience of quality assessment in preschool education. The authors have analyzed the world's best practices in assessing the quality of preschool education. One of the tools recognized in the world community is the ECERS-R scale. The authors share understanding of the ways to apply these scales to quality assessment in accord with the requirements of the Federal State Educational Standard for preschool education and make it possible to assess the quality of conditions for development, moral instruction and education of preschool children. The ECERS-R scores make it possible to reveal the development vector of a preschool educational organization. When using ECERS-R scales for a comprehensive assessment of the quality of education in preschool educational organizations, the assessment becomes the key to the development of the preschool establishment. Identifying and bridging the gap between the norm of the standard and activities of the institution, i.e. the goal and the reality, shape the key directions in work. On the basis of this assessment, a program for development of a preschool organization should be defined. The authors conducted a research on introducing the ECERS-R scales into activities of the teaching staff to improve the quality of interaction between employees. The researchers worked out and implemented a plan for improving staff interaction and collaboration based on the ECERS-R scales. The work carried out showed a significant qualitative improvement in the interaction between employees, which consequently affects the education quality.

scholarly journals СОВРЕМЕННЫЕ ТРЕБОВАНИЯ К ОРГАНИЗАЦИИ СОВМЕСТНОЙ ОБРАЗОВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ В УСЛОВИЯХ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ: НЕОБХОДИМОСТЬ И РЕАЛЬНОСТЬ

2020 ◽  
Author(s):  
Tatyana Tokareva
Keyword(s):  
Personal Development ◽  
Preschool Education ◽  
Educational Programs ◽  
Federal State ◽  
Joint Activities ◽  
Educational Standard ◽  
Research Activities ◽  
Open Joint ◽  
Questionnaire Surveys ◽  
State Educational

Описана проблема готовности педагогов дошкольных образовательных организаций к работе по новому федеральному государственному образовательному стандарту дошкольного образования, который уделяет большое внимание организации совместной образовательной деятельности педагога с детьми. Приведены результаты двух анкетных опросов воспитателей детских садов, в процессе которых выяснилось следующее: во-первых, уровень вовлеченности педагогов в разработку образовательных программ; во-вторых, понимание ими результатов дошкольного образования; в-третьих, определение приоритетных направлений развития ребенка-дошкольника. Обнаружено, что большинство педагогов занимают исполнительскую позицию в отношении образовательных программ, акцентированы не на личностном развитии ребенка, а на формировании у него знаний, умений и навыков, недооценивают ценность игры и исследовательской деятельности для детского развития. Описаны реальные образовательные ситуации организации совместной деятельности педагога с детьми, иллюстрирующие, что педагоги не всегда понимают, как сделать ребенка активным участником взаимодействия со взрослым и как уйти от тотального использования авторитарной модели совместной деятельности в сторону лидерства и партнерства. Делается вывод о том, что существует взаимосвязь между уровнем методического сопровождения в дошкольном образовательном учреждении, в том числе позицией старшего воспитателя, и умением педагога организовывать образовательные ситуации обращенного и открытого совместного действия с детьми.The article raises the problem of the readiness of teachers of preschool educational organizations to work on the new Federal State Educational Standard, which pays great attention to the organization of the joint educational activities of a teacher with children. The results of two questionnaire surveys of kindergarten teachers are given, in the course of which it was found out, firstly, the level of the involvement of teachers in the development of educational programs, secondly, their understanding of the results of preschool education, and thirdly, the identification of priority areas for the development of a preschool child. It was found that the majority of teachers take an executive position in relation to educational programs, they are focused not on the personal development of children, but on the formation of their knowledge, skills, teachers underestimate the value of the game and research activities for children’s development. Real educational situations of the organization of the teacher’s joint activities with children are described, illustrating that teachers do not always understand how to make a child an active participant in interacting with an adult and how to get away from the total use of the authoritarian model of joint activity towards leadership and partnership. It is concluded that there is a relationship between the level of the methodological support in the kindergarten, including the position of the senior educator, and the ability of the teacher to organize educational situations of reversed and open joint action with children.

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